Аннотации:
The simulation of the trajectory of the development of the educational
component of district sociogeosystems in a multidimensional normalized space on
the example of the subsystem of preschool education (in six indicators) was conducted
on average for 2008-2017. According to the results of simulation of the development
trajectory of the subsystem of pre-school education of district sociogeosystems
based on the analysis of the coherence of their development trajectories with the optimal trajectory and the coherence of the
development trajectory between the district sociogeosystems, it was established that the trajectories of the movement of the Apostolovsky,
Solonyansky and Verkhnodniprovsky districts were closest to the point of maximal development. The most distant from it were
the trajectories of development of Vasylkivsky, Pavlogradsky, Petrykivskyi districts. The average indicators of the rejection of the path
through the sociogeosystems of the districts of the Dnipropetrovsk region have been calculated, and it has been established that only
nine districts of the region (Vasylkivsky, Dnipropetrovsk, Krynichansky, Nikopolsky, Novomoskovsk, Pavlohradsky, Pokrovsky,
Synelnikovsky, Tomakivsky) have positive meanings, the other thirteen districts are negative, indicating the inconsistency in the educational
component of district sociogeosystems of the Dnipropetrovsk region. The highest index of distance from the origin of the
specified time interval has the Apostolovsky district. High rates are characteristic for Pokrovsky, Krivoy Rog, Solonyansky districts.
Low rates have Vasylkivsky, Petrykivsky, Pavlogradsky areas that lag behind in the development of the educational system of preschool
education from other administrative units of the region. It was clarified that the districts of the Dnipropetrovsk region have been
unevenly developed. Most progressed in the Vasylkivsky district, a little behind him trajectories of growth of Petrikivsky, Tomakivsky
and Yurievsky districts. The grouping of administrative regions of the Dnipropetrovsk region on the basis of cluster analysis allowed
allocating five groups (clusters) of subsystems of pre-school education according to the similarity of their territorial organization.
