The theoretical ideas are systematized and the experience of partnership of the preschool institution and the family in bringing up children in the Republic of Poland is generalized. On the basis of normative and legal documents the priority of partnership interaction between preschool institutions and the family in the concept of the modern national educational policy of the Republic of Poland was argued. The methodological principles of partnership as a kind of interrelations between teachers and parents are substantiated, which consists of the common purpose and actions, equality of rights and responsibilities to children, their education and personal formation. The components of the partnership (intellectual, emotional, volitional, behavioral, valuable), principles of its realization (mutual trust, recognition of rights and competence, positive motivation, loyalty, commonality of actions, information exchange, activity) are characterized. The technique of effective communication and understanding between educational partners is presented; the purpose and content of the partnership of modern preschool institutions and family in the Republic of Poland are specified (parents' integration in the pedagogical process for the child's support). The organizational forms of interaction between teachers and parents are classified on the basis of different criteria; there is systematized the competence of teachers and the resource of parents as partners in the upbringing of the child. The prospects of creative use of Polish experience in the theory and practice of preschool education in Ukraine are outlined.

The relevance of the chosen topic is determined by the need for improvement of the inclusive education system in the current conditions as well as by the necessity to properly train and prepare future teachers for professional activity in the inclusive learning environment. In the given article, we have analyzed the developments on the topic, identified models of integration of children with special educational needs in the educational process in inclusive education. We also articulated the concept and essence of the professional readiness of future teachers. The ways to form the readiness of teachers for professional activity in the conditions of inclusive education are presented. The article analyzes the understanding of the concept of inclusive education and provides a brief overview of the studies by prominent researchers on this issue, taking into account their proposed educational values. Based on the analysis, the authors conclud that it is necessary to critically review traditional approaches to the understanding of inclusive education, and to the formation of readiness of future teachers for professional activities in inclusive education to eventually benefit modern education. The authors of the article note that in the context of professional training for teachers' activity, four main components will be effective, which will promote the integration of children with special educational needs into the educational process.

The paper shows some aspects of professional training in preschool establishments future specialists that are based on forms and methods of training, oriented on pre-school effective cooperation with parents.

Purpose: The purpose of the study is to identify and analyze the manifestations of emotional burnout of future physical education teachers and to determine the role of personal determinants in the formation and overcoming this condition. The purpose was specified in the following tasks: to identify the features of emotional burnout in future physical training teachers; to investigate the relationships between emotional burnout and personal characteristics of students; to find out the differences in the sets of personality characteristics of students of future physical training teachers with different levels of emotional burnout. Design and Methods: The research involved 150 students of the college (18.1±2 years) who study in the specialty “physical training and sports”: the 1st year, n=50; 2nd year, n=32; 3rd year, n=37 and 4th year, n=31). The sample is heterogeneous (61.33% of boys, 38.67% of girls). The Maslach Burnout Inventory (C. Maslach), “Diagnostics of the level of emotional burnout” (V.V. Bojko), the modified form of the FRI questionnaire was employed. Methods of descriptive statistics, Spearman correlation analysis, Kruskal-Wallis one-way analysis of variance and structural analysis (by A.V. Karpov) were used. Mathematical data processing and graphical presentation of the results were carried out using the computer software package of statistical software SPSS 22.0. Results: The article confirms the assumption about the existence of correlation relations between emotional burnout and personal characteristics of future physical training teachers. The statistically significant differences between groups of students with different levels of emotional burnout on the scale of “neuroticism”, “spontaneous aggression”, “depression”, “emotional lability”, “irritability”, “reactive aggression”, “openness” that are more common to future teachers with high level of emotional burnout are revealed. It is empirically proven that students with different levels of emotional burnout characterized by various structural organizations of personality characteristics, and also that the growth of indicators of the emotional burnout formation is accompanied by a qualitative restructuring of the personality characteristics. Conclusions: The obtained data contributes to the study of the phenomenon of burnout and provide an opportunity to identify further directions of its prevention and correction among future physical training teachers. Subsequent studies will be aimed at developing an individual system of psychological training and support for the prevention and correction of emotional burnout among students.

The article attempts to analyze the main ideas of Vasyl Sukhomlynsky’s educational work concerning the purpose, content and specific features of the organization of primary education in the Pavlysh School. Being aware of the significant role of primary education in the overall development of a child and the great experience of Sukhomlynsky in improving the quality of primary education, it is thus necessary to rethink his ideas in accordance with the new requirements of modern education. First of all, the purpose and tasks of primary education have been analyzed in accordance with Sukhomlynsky’s requirements. The views of the prominent educator on the importance of developing universal values, general learning skills and assimilation of basic knowledge which is necessary for successful further learning by younger schoolchildren have been outlined. The influence of the leading ideas of Sukhomlynsky – humane pedagogy, child-centrism and human studies – on the development of basic organizational principles of teaching in primary school has been determined. Sukhomlynsky’s ideas regarding the introduction of a diagnostic approach to conducting classes, confident achievement of positive learning results in the «school of joy», which was created by the educator, can significantly improve the quality of primary education. The influence of Sukhomlynsky’s ideas concerning the creation of learning environment of the educational institution, integration of school subjects through the introduction of outdoors lessons of thinking, and new approaches to the evaluation of educational achievements of younger students, on the quality of modern primary education have been characterized. The innovative teaching methods and techniques that were used by the teacher in the educational process of the Pavlysh School have been considered and can be effectively applied by primary school teachers. The article also proves that Sukhomlynsky’s ideas were way ahead of their time, and that the Ukrainian school reforming process is based on the best traditions of national pedagogy and education.