USING OF INNOVATIVE PRACTICES IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTIONS TO PREVENT CONFLICTS

Introduction. The Law of Ukraine «On Education» defines additional education as the comprehensive development of a person as an individual and the highest value of society, his talents, intellectual, creative, and physical abilities, the formation of value orientations, and a greater number for the successful self-realization of competencies, the education of responsible citizens capable of conscious social choice and direction of one's activity on other people and society. The problem of student conflict in the learning process is relevant today. Great attention should be paid to the peculiarities of students' conflict behavior, its causes, and its consequences. This will help to highlight the specifics of the emergence and development of the pedagogical conflict in higher education institutions and to identify specific phenomena that accompany this conflict. Based on the results of such a study, it is possible to develop effective methods aimed at the prevention and effective constructive resolution of such conflicts. Purpose. To carry out an analysis of psychological and pedagogical literature on the problem of conflict prevention in the educational process of a higher education institution. To characterize restorative practices as an effective means of conflict prevention in a higher education institution. Methods. To achieve this purpose was used a complex of interrelated methods of scientific research: were analysis, synthesis, specification, classification, comparison, generalization of scientific sources on the topic of research; learning of pedagogical experience. Results. In the generally accepted sense, «conflict» (from the Latin «conflictus») is a clash of thoughts, ideas, forces, sides, etc. Scientists do not have a single view on the essence of the conflict, presenting it as a manifestation of the incoherence of joint activity about the realization of interests; a disagreement between two or more parties (persons or groups) where each party tries to get its position or goals accepted and to prevent the other party from doing the same; disease of communication (unfair, unfair, incomprehensible game).Originality. The main forms of restorative practices are characterized. The peculiarities of the use of restorative practices to prevent conflicts in a higher educational institution are substantiated. Conclusion. The use of restorative practices in institutions of higher education is an effective way to resolve conflict situations. Restorative practices offer the participants of the educational process an alternative way of interacting in situations that are presented during the educational process. Active, empathetic listening is a basic component of restorative processes in an educational institution. It was determined that the main restorative practices used in educational institutions are: mediation and circle. Mediation takes place in this meeting on the side of the conflict and is aimed at creating conditions for overcoming the consequences of the conflict by the forces of the conflict participants themselves. «Circles» are used in educational institutions not only to resolve conflict situations but also to resolve current organizational issues in the educational process. In the process of applying the restorative approach, a distinction is made between the unacceptable behavior or act and the person who committed it.