Kamenskiy A.M. SCHOOL AND PARENTS: TRADITION, MODERNITY, PERSPECTIVEThe issues of interaction between the school and the family in the context of historical and cultural analysis depend on the emerging trends in the relationship between the parents of students and the public education system. At present, the pace of change is accelerating, the role of the family in raising a child is changing, private and state educational institutions are developing, digital technologies are being actively introduced into the education and everyday life of a person. Historical and pedagogical analysis has shown that the main directions of interaction of the parents of students with state educational institutions from ancient times to the present day can be traced both in Russia and in foreign educational systems. The peculiarities of the interaction between the school and the family today are due to the distinctive features of the current generation of children who are active users of computer technology. Based on the survey data, the need of modern schoolchildren in intergenerational communication and interaction with reputable adults is revealed. New approaches to the upbringing and education of the child will make it possible to intensify his creative, research abilities, expand the possibilities for constructive interaction between adults and students, create conditions conducive to the emergence of child-adult communities. There will be new forms of interaction between participants in educational activities, contributing to the harmonization of their interpersonal relationships, such as “educational trips”, “park lessons”, “geocaching”, “reconstruction”. The role of the psychological-acmeological service of the school in the organization of this work is important. The potential for interaction between the family and the school is far from exhausted, it does not exclude the need to use new pedagogical approaches not only in the educational and educational work of the school, but also in organizing out-of-school interaction between students and adults, and finding new forms of managing these complex processes.Key words: intergenerational interaction, state-public management, openness of education, generation Z, social partnership.
Musafirov M.K., Kargapoltseva N.A. THE DEVELOPMENT OF OUT-OF-SCHOOL EDUCATION IN THE ORENBURG REGION IN THE SECOND HALF OF THE 20TH CENTURY (ON THE EXAMPLE OF SINGLE-PROFILE OUT-OF-SCHOOL INSTITUTIONS TECHNICAL FOCUS)Currently, one of the priorities of the state educational policy is the support and development of children’s technical creativity. Attracting talented young people to the engineering and technical sphere of professional labor plays an important role in the country’s scientific and technological development, economic growth and the security of the state. The undoubted resource of creative initiation of gifted students to the world of technology is provided by the system of additional education, which organizes the extracurricular activities of schoolchildren. Associations of technical orientation of institutions of additional education of children are intended to become a launching pad for future engineers, inventors, designers, workers who own modern equipment. This determines the need for constant attention of scientists and practitioners to improve the forms and methods of pedagogical instrumentation of this process. Not only a creative analysis of the present, but also a critical synthesis of experience, productive knowledge of the educational past in the interests of the present and the future is very significant.
We have considered the features of the development of the system of additional education in Orenburg in the second half of the twentieth century in the substantive aspect of familiarizing children with technical creativity. The synchronic-diachronic method, within the framework of the comparative historical approach, allowed us to establish that during the study period, extra-school institutions of a technical orientation solve the following tasks: to attract children to the world of technology; preparation of applicants for technical educational institutions; military patriotic education of youth. Single-profile out-of-school institutions of technical orientation closely interacted with general education schools. In the regional education, the station of young technicians and centers of technical creativity played a vocational guidance role. The activity of the Orenburg Regional Station of Young Technicians consisted in the pedagogical and methodical organization of technical creativity of children and young people. In the second half of the twentieth century, a significant decline in this activity was overcome and the opening of new institutions was observed. Qualitative improvement of pedagogical work with children occurred due to the constant attention of the state to the field of additional education, improvement of forms and methods of working with children, and the continued preservation of personnel potential.
The situation of successfully overcoming the critical challenges of time allowed us to state the relevance of institutions of additional education in the regional system of out-of-school upbringing and education of children, as well as the need for its further progressive existence.Key words: Orenburg region, out-of-school education, additional education, technical creativity, educational interaction, successive transformation.
Muhamedzhanova N.M. EDUCATION IN THE MULTI-ETHNIC SOCIETYModern Russian education is experiencing another round of reform in accordance with global development trends. However, how much does the new education model meet the demands of Russia as a unique civilized formation? The answer to this question is directly related to the aspects for the development of not only education, but also the whole of Russian society.
The basic feature of the Russian “frontier” civilization is the dominance of the diversity principle over the unity principle, due to the multi-ethnic and multi-religious nature of Russia. Therefore, the main task of state power at all stages of development of Russia was the task of strengthening the spiritual unity of the peoples of the empire, which was carried out by various methods, including through education.
The education reform of the period of Alexanderš, which presupposed the translation of the Bible into the native languages of the peoples of the empire, as well as the system of “foreign” education of N.I. Ilminsky, implemented in the 60–70s of the 19thšcentury among the peoples of the East of Russia, was subordinated to this goal. However, these attempts at spiritual integration of a confessionally diverse Russian society based on the Orthodox faith had a powerful unplanned effect — the intensification of the country’s ethnic and cultural dynamics.
In the Soviet period, when the state embarked on the formation of a single historical community “Soviet people”, education became a means of cultural unification of the peoples of the country, which would be later one of the reasons for strengthening separatist sentiments in the national republics and the destruction of the integrity of the once united state.
Now, the education system in Russia actively introduces various innovations, not trying to find out their importance for the development of society and compliance with the cultural specifics of the country. As a result, the basic characteristics of the new education model are in conflict with the civilizational characteristics of the “frontier” civilization. In my opinion, such uncritical borrowing of educational models created in mono-ethnic Western societies is becoming a factor in the decline of the country's ethnic and cultural security.Key words: “frontier” civilization, the multi-ethnic and multi-religious nature, the spiritual unity, education, cultural unification, ethnic and cultural security.
Sagitdinova T.K. MODERN INTERPRETATION OF THE NOTION “PEDAGOGICAL WORLDVIEW”In connection with the requirements that modern society places on education, the view on the teacher’s profession and his/her role in the educational process is changing as well. The identity of the teacher is considered the most important component of success in achieving the goals of education. In the light of the humanization of education, the problem of the development of professional competencies and personal qualities of a teacher is becoming increasingly relevant. Therefore, much attention has recently been paid to the formation of a pedagogical worldview. However, the main problem lies in the fact that the acceleration of the development of society has led to a change in the value system, both in the general understanding and in the system of professional values of the teacher, in particular. In addition, if there are individual works on this topic, and increased attention to the formation of a worldview in teacher education, this problem remains poorly understood.
Theoretical analysis of pedagogical ideas allowed me to consider the concept of a pedagogical worldview as an integrative formation that includes a number of structural and functional components: emotional, axiological, technological and personal-creative, mastering each of which is carried out consistently and forms a holistic understanding of the pedagogical profession. As a result of my research, I have found out for the first time that the emotional-value component is fundamental because it contains the assimilation and acceptance of the values of pedagogical work, without which it is impossible to master the profession.
Summarizing the understanding of the pedagogical worldview, I have come to the conclusion that the pedagogical worldview, being an integrative formation, involves the inclusion of interrelated components in its structure. The most important component is emotional, because, on the basis of these values, professional identification of oneself as the subject of pedagogical activity is carried out.Key words: pedagogical worldview, emotional-value component, ethos, habitus.
Stamkulova Sh.A. IMPROVING THE QUALITY OF EDUCATION OF STUDENTS THROUGH THE USE OF INFORMATION TECHNOLOGYIn the article the author notes that information technologies play a big role in improving the quality of education received by students. The author in his article proceeds from the fact that the organization of educational and cognitive activity of students in general and the development of their independent skill of searching for information, in particular, in terms of using computer technologies is closely connected with the practical use of information and communication technologies in the educational process, therefore, it aims to scientific positions need to determine the conditions for the use of computer tools by students both in the course of studies and in the process of performing independent ny work.
In solving the goal and the tasks set, the author relies on the best practices and theoretical provisions of modern pedagogy, which allowed him to identify three main types of information technology implementation in the university’s learning process: “advanced” technology, use as core technology and as monotechnology. The article presents the results of a study conducted in KorkytAta Kyzylorda State University on the basis of the pedagogical specialty “Informatics”.
The analysis of these types of information technologies allowed the author to effectively build a method of using information technologies in the educational process, on the basis of which to teach students the ability to select the most effective multimedia technologies for organizing the educational process for the discipline “Informatics”, to enable them to participate in cognitive activity, thereby developing cognitive independence, as well as to prove that the development of modern, new types, forms of training and education in combination and with professional skill contributes to the quality preparation of the future specialist.Key words: education, quality of education, Kazakhstan,higher educational institution, students, pedagogical process, formation of information culture, pedagogical technologies, information technologies, information and communication technologies, cognitive independence, independent work
Starkova A.V. DISCOURSE METHODS IN PSYCHOLOGICAL AND PEDAGOGICAL RESEARCHESPedagogy as a humanities has a lot of methods, but due to the growing informatization of society, the primacy of the anthropocentric paradigm, and the increasing filling of pedagogical science with interdisciplinary methods and concepts, it becomes necessary to turn to some new methods and technologies that will allow us to measure interdisciplinary concepts that are firmly established in educational science. Over the past decades, the national methodology of pedagogical science has been enriched so much that the question of accumulated experience rethinking and its refinement has become acute. Pedagogical science seeks towards the humanitarian ideal of science, therefore modern researchers feel the need for modern methods that can isolate the necessary scientific knowledge from the flow of information.
In the given research, I believe that the discursive methods respond to the modern methodological needs of teachers-researchers and consider the discursive methods from the perspective of understanding the discourse within a three-tier system. Such a system is applicable to the discourse of scientific and pedagogical knowledge. For each level of the discourse structure, the most acceptable discourse method has been proposed. Discourse analysis is defined as the central and connecting link of discursive methods. I have discovered that the grounded theory and content analysis are suitable for analyzing the sources of information of the first structure. The second aspect of the discourse structure, which includes oral and written discourse practices, requires a more comprehensive method of analysis: discourse-analysis itself. The third aspect of the discourse structure is amenable to the study of conversion analysis.
I found that a researcher can use several discursive methods to analyze discursive practices corresponding to the discourse structure. In this regard, I proposed a “tree” of discursive methods, designed to rationally justify their relationship. Also, I concluded that a conglomerate of discursive methods allows us to go into the study of discourse in a complex, i.e. analyze the discourse at the cognitive, communicative and active levels.Key words: pedagogy, psychological and pedagogical research, modern methods, discourse, discourse analysis, discursive methods.
Kholodova G.B., Gilazieva S.R., Mikheeva T.M., Simonenkov V.S. USING THE MOODLE SYSTEM IN STUDYING THE DISCIPLINE “SELF-DEFENSE”The effectiveness of the educational process and its effectiveness is due to many factors, including the use of modern forms of education in the educational space. The use of Moodle e-learning technologies allows to solve the problems of the formation of creative thinking, ensures the development of the student’s initiative and independence, allows you to apply the knowledge gained in the learning process in solving practical problems.
Currently, to study the theoretical section of the discipline “Self-defense, its legal foundations and methods of its application” only lecture classes and preparation of essays are used. Our testing of students showed a low level of knowledge gained as a result of the application of these forms of education. In search of a solution to the existing problem, we developed a training course in the Moodle e-learning system in the educational process of the “self-defense” discipline, and tested its effectiveness. As a result of the experimental work, we found that the use of the program developed by us in the Moodle system for the academic discipline “Self-defense, its legal foundations and methods of its application” allows increasing motivation, reaching the level of conscious attitude of students to this type of activity in the system of students’ professional training.
Thus, the use of the training course developed by us in the Moodle system significantly improved the level of theoretical preparedness in studying this discipline. The implementation by students of methodological and practical tasks of the training course, contributed to the stabilization of interest and practical exercises. Thanks to electronic distance learning, students were able to independently obtain the necessary knowledge using the most attractive resources, which allows you to make the learning process more intensive.Key words: e-course, self-defense, theoretical section of the discipline, training course.
Usmanova T.A. PROFESSIONALLY ORIENTED TEACHING OF FOREIGN LANGUAGE WRITTEN COMMUNICATION USING DISTANCE LEARNING TECHNOLOGIESFor effective learning a foreign language, it is necessary to provide the proper volumes of students’ in-class and out-of-class study. In the case of non-linguistic universities a tight educational schedule does not allow to assign an enough amount of in-class hours, which is compensated by the organization of students’ self-study. As a result, the achievement of the required level of foreign language learning, in particular, mastering foreign language written communication by students of 1–2 courses of non-linguistic universities, largely depends on the effectiveness of their individual learning activities.
As one of the promising means of solving this problem, we can consider distance learning technologies, taking into account the role of written speech when communicating in modern conditions. For example, for lawyers this type of speech activity is one of the main tools of work because it is required to log all points and outcomes of legal relationships. Therefore the appropriate research objective should be a theoretical justification and development of a methodology for professionally oriented teaching of foreign language writing with use of distance learning technologies. At the same time one of the applied aspects of the task is to create a structure of the distance learning course, and to select the required set of studying tools that Webš2.0 offers us today.
Modern information and educational environment provides wide opportunities for the effective organization of self-study activities of students of non-linguistic universities in the foreign language learning. Consequently, when learning foreign language writing for professional purposes, the teaching methodology can be built on the basis of the integration of full-time and distance forms of education.Key words: foreign language written speech, teaching written communication, distance learning, distance learning technologies.
Gubanova G.I. DIALOGIC TEACHING APPROACH FOR STUDENTS OF CREATIVE SPECIALTIES OF A CROSS-FUNCTIONAL UNIVERSITYThe journalist in modern media space acts as the author of the text, as a performer, speaker and host, and as the author of the plot idea, and often as an operator and director of editing, the head of the film crew, which allows characterizing the profession as a multifunctional, although some journalists concentrate on one or two functions. At the same time, a special requirement of modern employers for young professionals is creative activity, a high level of creativity. To solve these problems, it is necessary to adjust pedagogical conditions on the basis of educational standards and taking into account the multifunctionality of the profession in order to enhance the creative component of the training of journalists.
The analytical review of trends conducted by me in the foreign and Russian space showed an active search for scientists in the field of improving the efficiency of education. A survey of 2,000 respondents in Moscow schools inš2017, based on the questionnaires I developed, revealed tendencies of the applicants' orientation on creative dialogical learning. The approbation of the complex of personal and professional development methods offered by me was successfully carried out at RSU named by A.N.šKosygin, Moscow, from 2014 to 2018. The teaching staff was formed by me on the basis of multi-functional training (various professional retraining, different areas of undergraduate and graduate programs) with the aim of introducing interdisciplinarity in training. To enhance the informal educational and creative activities of students and teachers, I recommended the principle of dialogical relations. The result of the introduction of methods was to increase the efficiency of training and development of student journalists, including television journalists, and to increase the number of applicants 9štimes in 4šyears.
The study showed that strengthening the creative component is important for the preparation of a modern journalist. The combination of meta-profile creative projects, interdisciplinary approaches in education, non-formal pedagogy, and the formation of a holistic picture of the world in the context of dialogical interrelations can be determined by the most effective pedagogical conditions for creative development of students. Cross-functional university opens up additional opportunities for integration processes.Key words: creative development, cross-functional university, journalism, project activities, integration in education, multifunctionality.
Markova ô.ï., Repsh N.V., íÁslov í.V., Sakhnov á.S. THE USE OF THE RESEARCH METHOD WITHIN THE FRAMEWORK OF THE ENTOMOLOGY COURSE FOR STUDENTS OF NATURAL SCIENCE DEPARTMENTS OF HIGHER EDUCATIONThe principal difference in the standards of the new generation is their reliance on the activity component of educational content, which determines its innovativeness and modernity. Nowadays, the organization of studies, which involves the active independent activity of students under the guidance of a teacher, becomes more and more necessary. Problem-based learning can be carried out in the form of a part-search activity of students with the participation of a teacher during seminars and laboratory classes; self-study under the guidance of a teacher when writing essays; when performing research work in scientific circles and industry laboratories; when writing term papers and diploma projects.
We have developed a laboratory lesson using a problem teaching method — a research method in the course “Entomology” for students of natural science of higher education. At the lesson, students were offered to study parasitic insects on the example of an extensive group of Tachinid flies (Diptera, Tachinidae), whose representatives are not well studied in the Far East and are important in biological control of insects — pests of agriculture and forestry.
Inclusion in research activity allows revealing the essence of the phenomena studied, contributes to the development of logical thinking, motivation of educational activity, ability for independent creative research and determines growth, both professionally and personally.
The presented information can be used as a study of local lore material in universities with departments of biological orientation and secondary schools, as well as biology teachers.Key words: research teaching method, entomology, Diptera, Tachinidae, Tachininae, hosts, parasites.
Gulenina S.V., Strelets Yu.Sh. CULTURE OF SOCIETY AND CULTURE OF ORGANIZATION OF ECONOMIC TYPEThe object of the research is social culture as an integral system of components, norms and values; the subject is an analogy between the culture of society, its universal parameters and the culture of organization of economic type.
The purpose of the study is to identify the basic “artifacts” of culture, its schemes and constants that are universal, i.še. finding themselves in the organizational culture of an organization, a company, and making possible the comparison of macro and micro levels of sociocultural phenomena.
The methodological basis of the work is the mechanism of analogy and modeling in the context of the hypothesis of a non-random, i.e. fundamental unity of structural and dynamic aspects of the culture of society and organizational culture of an organization of economic type.
The general basis of the research is the philosophy of culture and the psychology of organizational relationships, and heuristically significant conclusions include:
– objectives of the need to consider the organizational aspects of economic development in the context of the culture of society as a whole;
– recommendation for researchers of the organizational culture to take into account both the objective and the subjective aspects of organizational relationships, i.še. not only “pragmatics of action”, but also cultural attitudes of workers.
Thus, the comparison of “two cultures” at macro and micro levels is heuristically useful and sheds light on their specific content.Key words: society culture, organizational culture, artifact, company mission, subculture.
Epanchintseva G.A., Kozlovskaya T.N., Kozlovskii D.A. FEATURES OF ACTIVITY STYLES AND SELF-ORGANIZATION OF UNIVERSITY STUDENTSAmong the requirements for specialists to perform professional activities, an important place is occupied by the skills and abilities to work with a large amount of information and in multitasking conditions. And this requires knowledge of the fundamentals of self-organization, which presupposes a rational distribution of time, precise planning and organization of the entire process of life activity — study and classes outside it. The study is devoted to the study of the development of skills of self-organization of university graduates and first-year students, as the student acts as a subject of educational activities, in which, along with classroom work, a large amount of hours falls on the independent study of sections of disciplines, research and other work. It is the period of study at the university that is sensitive for the formation of self-organization skills.
The representative sample included first and final year students of universities in Orenburg in the amount of 68špeople. Questionnaire “styles of activity” (SA-36) A.D.šIshkova and N.G.šMiloradova allowed to identify differences between students of junior and senior courses. We found differences in the styles of students' activities: the predominance of the theoretical and reflective type of activity among younger students and the dominance of the pragmatic and active type among senior students. The questionnaire “Diagnosis of features of self-organization” (DFSO-39) A.D.šIshkov allowed us to reveal that junior students showed medium and high targets for goal setting, which indicates a sufficient level of development of skills for accepting and retaining goals, with an overall low level of self-organization. Self-organization of senior students is distinguished by higher self-control, an analysis of the circumstances that are essential to achieve the goal, the level of planning their own activities, and the development of volitional qualities. Based on mathematical statistics, we identified differences between groups at the level of independence and organization of students.
Younger students showed medium and high targets for goal-setting, which indicates a sufficient level of development of skills for adopting and maintaining goals, with an overall low level of self-organization. Differences were found in the styles of students' activities: the predominance of the theoretical and reflective type of activity among younger students and the dominance of the pragmatic and active type among senior students. The data obtained in our study indicate the need to optimize the educational process and the inclusion of academic disciplines related to learning self-organization.Key words: self-organization, time, type of activity, students.
Izotova M.Kh., Galieva G.I. TARGETS OF PSYCHOLOGICAL CORRECTION OF PARENT-CHILD RELATIONSHIPSThe purpose of this scientific article is to analyze current research and identify a number of mental phenomena that may be the subject of psychocorrectional effects.
The object of study — parent-child relationship.
We assume that the psychological correction of parent-child relationships includes a consistent effect on mental phenomena with varying degrees of plasticity.
The study of parent-child relationships in modern psychological science is a current direction. This is due to their special significance for the formation of the child’s personality and the well-being of the family as a whole. In recent years, the need for psychological and pedagogical assistance to parents in raising their children has increased.
There are a large number of terms for describing parent-child relationships. Researchers have developed many classifications of parental attitudes and positions, parental representations and relationships (O.šConner, A.A.šChekalina, T.V.šBragina, E.A.šSavina and E.O.šSmirnova, R.V.šOvcharova). Typologies of family education styles are presented in the works of D.šBaumrind, E.G.šEidemiller and A.E.šLichko, V.I.šGarbuzov, E.T.šSokolova.
According to R.V.šOvcharova Á developed form of parenthood includes the following components: family values, parental attitudes and expectations, feelings, parental responsibility, and family education style. All elements are interconnected with each other, and on their basis the parent implements the leading style of family education. Parenting style is most accessible for external observation. It plays an important role in the development of the child’s personality.
Thus, the analysis of domestic and foreign literature on the problems of psychological correction of parent-child relationships allowed us to identify several mental phenomena with different degrees of plasticity. According to foreign researchers R.šMills, K.šRubin, A.šSameroff and L.šFiese, parental attitudes are most resistant to psychological effects. And from the point of view of domestic authors, A.S.šSpivakovskaya, R.V.šOvcharova and others — parental settings, as well as the style of family education have flexibility. We concluded that parental attitudes and the style of family education are amenable to correction in varying degrees. Parental settings are more static in comparison with the style of family education.
Summarizing the approaches of domestic and foreign psychologists, we also found that the psychocorrectional program is the main tool for correcting parental attitudes and styles of family education. The programs offered in the periodical literature integrate the achievements of various scientific approaches and psychological schools. Further development of psychocorrectional programs and their improvement seems to us to be an actual direction.Key words: parent-child relationships, parental attitudes, family education style, parenthood, psychological correction of parent-child relationships.
Sorokin V.M. PSYCHOLOGY OF THE EPIC IMAGE OF A BLIND IN RUSSIAN ART.ON THE EXAMPLE OF THE PICTURE G.M. KORZHEV “TALK”The article is devoted to the problem of the image of a disabled person in the visual arts. It is known that art explores the spiritual life of a person along with psychology. Predominantly, art analyzes with its own methods such aspects of a person’s psychic activity as emotions, personality, and behavior in extreme situations. For the psychoanalytic paradigm, art and, above all, literature, is a subtle way of in-depth analysis of unconscious human life. At the same time, it is of interest to study the peculiarities of the psychology of persons with various deviations in physical and mental development. The psychology of diontogenesis deals with this side of the subjective human life. Art also pays no small attention to this problem of human existence. Images of patients and cripples, beginning with the paintings by P.šBruegel the Elder, are extremely diverse and numerous both in the visual arts and in literature, and nowadays also in cinema. The picturesque images of patients reproduce the sometimes complex in structure of the disease, combining into a whole both subjective and objective elements of nosology. In addition, works of art in one way or another represent the attitude of society towards people with disabilities within the framework of various cultures in different periods of history. In the picture G.M.šKorzheva “Conversation” blind peasant communicating with Lenin symbolizes Russia. The author, unlike the artist, does not use blindness as an end in itself image of otherness, attracting attention or being a simple symbol of sorrow, loneliness, unhappiness, etc. G.M.šKorzhev rises to the philosophical level of the interpretation of the image of the blind, where the nosological aspect is fundamentally irrelevant. In this case, blindness is a form of a special organization of the people’s world view. The image of Lenin, a man who is sighted and enlightened, also has his own truth, but he did not convince the peasant. This is the essence of any tragedy — this is a clash of two truths. G.M.šKorzhev is a true successor of the traditions of Russian psychological realism.Key words: blind, blind way, social stereotypes, the potential of persons with developmental disabilities
Tkhorzhevskaya L.V., Boldyreva T.A., Fedorova M.N. COMMUNICATIVE COMPETENCE IN THE STRUCTURE OF THE SUBJECTIVE WELL-BEING OF OLDER PEOPLEAccording to Rosstat, people of older and retirement age make up more than 25š% of the modern population of Russia. In this regard, the problem of subjective well-being of this category of the population seems to be urgent. In addition to the economic and social context, issues, related to the psychological aspects of improving the quality of life of people who continue to work and complete it when they reach retirement age are increasingly being raised.
The multidimensional nature of the problem of the quality of life in general and its psychological component: the subjective assessment of well-being forces us to pay attention to the factors that have changed mostly in the life situation of older people who have ceased their work activity: changes in the sphere of communication, interaction, communication. In this regard, the influence of communicative competence on the subjective assessment of well-being of older people who continue and complete their work activities was investigated.
A study was conducted with two groups of elderly people in the amount of 60, including women and men aged 55–65, divided by the criterion of continuation / completion of labor activity living in St.šPetersburg. A comparative study was carried out by means of private psychodiagnostic methods: “The scale of subjective well-being” (adaptation of M.V.šSokolova), “Test of life-meaning orientations” (D.A.šLeontiev). In addition, the following methods were used: the informal conversation method, the author’s questionnaire “Subjective well-being” and the author’s formalized observation “Formation of communicative competence”.
It was found that subjective well-being is higher among older workers.
The use of correlation analysis revealed that retirement with the simultaneous termination of work leads to a decrease in the subjective assessment of well-being, as it entails changes in social status and a person’s usual lifestyle. Maintaining and improving the subjective well-being of non-working older people requires the development of communicative competence.Key words: older person, retirement age, life meaningful orientations, quality of life, subjective well-being, communicative competence.