The aim of the research is to analyze the creativity manifestation in the early stages of ontogenesis; to verify the relationship between creative abilities and social adaptation of preschoolers. The importance of the topic under consideration is determined by the fact that preschoolers’ childhood is the main sensitive period for the formation of creativity as the person’s adaptive re-source. The deficiency of development during this period cannot be compensated later. The examination of the creative abilities of 115 children aged 5-6 years has been conducted. Based on the total result of seven subtests Torrance Tests of Creative Thinking, three groups of children have been distinguished. They include children with high (N=20), medium (N=79), and low (N=16) creative potential. Data on behavior have been collected from 142 parents and 24 teachers who supervised children during communication situations. The adaptation of preschoolers have been analyzed on three sides: as a set of individual be-havioral reactions conditioning cooperation with the environment (A questionnaire of children’s temperament Thomas and Chess); as a social competency – skills in communication with children and adults (expert assessments of teachers based on the open structured supervision), and as an emotional adaptation to life situations (the projective technique of anxiety diagnostics “Choose a face”). In all cases, children with high creative potential demonstrated particular differences. The positive reaction of “approaching” in response to new stimuli, a low sensory threshold, and high speed of adaptation to the change of external terms are a typological profile of a “creative” temperament. Related problems of emotional reaction and the increased anxiety of pre-schoolers have been detected. The development of skills for social competence lags significantly in the group with a low level of creativity. The factorial structure of creative abilities, which presents three types of creativity (subject, verbal, and figurative), and three leading abilities (productivity, originality, and fluency) have been suggested. The particular parameters of creativity corre-late in different ways with the adaptability of preschoolers: the readiness is more successful, and originality is associated with disturbances of emotional regulation. In conclusion, creativity is presented as a natural condition for a child’s adaptation.

The article highlights the requirements for the professional competencies of English teachers in EU countries. It is emphasized that one of the most important legal documents, which determines the requirements for competency and professional training of English teachers, is the Guidelines for Teachers of English to Speakers of Other Languages (TESOL). The requirements for an English teacher in EU countries are: compliance with the recommendations and guidelines of the educational programme from top to bottom; use of recommended textbooks and teaching materials, but in fact, teachers can independently develop their own textbooks and manuals, as well as supplement existing ones; development and administering of tests; preparing students for exams. The development of requirements for an English teacher provides a detailed discussion of competencies, in particular: ability to plan educational activities specifically and to perform them in the classroom in accordance with the previously prepared programme; proficiency in flexible adaptation to students’ questions and answers; ability to control the work of students; competency to recognize, analyse and enable students to overcome difficulties in the learning process and to develop their individual abilities. The assessment of English teachers’ competencies in EU countries proves that they must be clearly defined and agreed in a professional standard. It is generalized that in European countries there are different social needs and requirements for an English teacher that is why it is impossible to determine one «ideal set of requirements» for the professional competencies of an English teacher. However, the above mentioned competencies are certainly a guarantee of a positive learning experience and will increase the chances of an English teacher to become successful in professional career. The analyzed requirements for the professional competencies of English teachers, in our opinion, are an attempt to respond to the challenges of modern globalized society in the need for international integration and free communication. We believe that it is advisable for our state to take these requirements into account developing the national professional standards for foreign language teachers

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One of the important tasks of the modern system of psychology higher education is not only the development of the student’s professional potential, but also the comprehensive development of his personality. This is due to the fact that the unilateral development of professional skills and the rich theoretical base that a psychology student masters throughout the entire course of study can become practically unrealized in the future work process. The purpose of the article is to systematize the process of increasing the creativity of psychology students with the help of mechanisms and elements of the functional model of IDEF0. Using the IDEF0 functional model, we have clearly demonstrated all the functional levels and structural elements of the process of enhancing the creativity of psychology students.

Today, in a post-pandemic space, all types of art, comprehending, due to their figurative specificity, certain spheres of objective reality, already as a result of this, circumstances have their own, only inherent laws. Using the inexhaustible possibilities of the plasticity of the human body, choreography has refined and developed expressive dance movements for many centuries. As a result of this complex process, a system of choreographic movements arose, that is, a special artistic and expressive speech of plastics, constitutes the creative material of dance imagery. Choreographic art includes various types of arts: music, choreography itself, drama, painting. Each of them, changing in accordance with the requirements of this type of art, becomes a necessary component of choreographic figurative thinking. Each type of art is achieved thanks to its own figurative specificity, patterns and certain pictorial and expressive means. Choreographic activity dictates its own laws of reflection of reality, is based not on the correspondence of life and artistic material, but on the degree of devotion to the metaphorical reflection of life. A comprehensive study of social constituting dance art in today's post-pandemic space is a complex and versatile task, it mainly involves the study of all its components. Moreover, each of them should be considered not in isolation, but in the general system of their internal connections - in the aspect of their rhythmic and metric, that is, motor organization.