The social and digital reality determines the development of the children's social-cultural experience. It is essential for educational institutions to establish educational content that developing personal communication skills, effective nurture methods, interaction technologies between school and family. The article refers to the problem of the nurture of students on the literature lessons, emphasizes the need to introduce traditional values to students and to develop their moral sphere. The acquisition of the sociocultural experience depends on the teacher's readiness to talk with a child about the questions of his/her concern, to discuss literary works in the modern conditions and to strengthen the students' interest to literature. In the article, the level of schoolchildren's socio-cultural development and their ideas about significant values are shown and the conclusions about the development of new nurture methods are made. We emphasize the specifics of the development of children's socio-cultural experience as the goal and the result of studying religious cultures. This is conditioned by cultural characteristics and needs of families, the circle of a child's communication, the local socio-cultural environment and the opportunity of studying religious cultures at school. The article presents quantitative data on the characteristics of parental experience (raising one or two children) which is significant to the child's socio-cultural development, such as the attitudes towards the difficulties in the upbringing of children and towards digitalization of the child's life. We discuss the strategies for helping teachers to create trustful relations with the parents considering their parental experience.

Modern teacher education is rethinking its goals and objectives in order to help teachers in a new educational situation to better reveal their potential in the process of professional development. The search for new technological and content resources that will help this happen is an urgent task for teachers' educators. The article discusses two possible resources for the development of teachers' reflection as a basis for their professional development. This is interprofessional interactions and participation in large-scale network cultural projects. Teachers choosing the options about these interprofessional interactions such as "happen regularly" and "caused by a difficult situation with a student" were more likely to point out the impact of such interactions on their ability to look at what they were doing in class critically (43.6%) compared to teachers who noted a lack of such contacts with colleagues (12.2%). The participation of a teacher in cultural and educational projects of various scales as an organiser contributes to the development of higher levels of reflexive consciousness, such as synthesising and transcending forms of reflection. However, for less experienced teachers we found the comparative form of reflection as the most specific. The positing reflection is related to all teachers as experts of cultural projects which were shown in a content analysis of teachers' expertise papers.

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Improving the quality of teacher's training can be difficult without analyzing the crucial problems and resources to overcome the former which exist at the initial stage of the teacher's work. The article is devoted to this relevant problem. The aim of the article is a comprehensive analysis of factors that are actualizing the capacity of school teachers at the initial stage of their work. The leading method for researching the problem is the authors' questionnaire "Reflection on early pedagogical experience". A total number of 104 school teachers with a different length of service at school were interviewed. We compared data using the Mann-Whitney U-test in the program Statistica 8.0. The study reveals the most significant difficulties experienced by teachers in the first years of their work which are divided into three groups: a didactic competence, job requirements ("bureaucratic" difficulties), and interactions with other individuals in the sphere of education. The most various difficulties of a teachers' adaptation are from a group of psychological difficulties. The data shows that beginning teachers put the support of colleagues, administration and parents in the first place among the resources of their adaptation to the school, while more experienced teachers praised the self-education and creativity in teaching. Based on our data, we are suggesting that teacher initial education should influence the formation of professional selfawareness of future and novice teachers, motivating them to self-knowledge and self-development within the framework of psychological training and workshops.