The main objective of this paper is to present the authors’ experience in preparing students doing the Primary Education course to implementation of innovative educational technologies in their professional activity. The article describes model of learning activity organization for students (future teachers) aimed to prepare them for innovative professional activity. This model was developed by the authors. It includes a number of stages: informative-motivational, operational, predictive, organizational and reflective. In this order the students pass the stages, i.e. get deeper understanding of innovative educational technologies applied in modern school lower grades. Each stage of the model uses educational strategies that help students to prepare to innovative activities: “intellectual and developmental teaching”, “Being within content” strategy, “simulation”, etc. Implementation of this model in Pskov State University proved its efficiency. Students that took part in the experiment showed positive dynamics in developing all components of readiness to innovative activity. The article pays special attention to the practical aspect of students’ readiness.

Topicality of the research is determined by the main goal of education, stated in the Federal State Educational Standard for Higher Professional Education in Russia, that is mastering both academic and professionally oriented competencies, and universal, metaprofessional (instrumental, interpersonal, general system-based) competencies. Modern higher education makes implementation of competence-based professional standards one of the dominant activities in educational institutions. Raising the level of methodical competencies for undergraduates, as a result of high quality professional education, becomes one of the targets. In this context, the objective of the article is to consider the "Primary Education" methodical competence-based components ¬theoretic-methodological and technologicalthrough universal metaprofessional competencies development; generalization of scientific methodical data. The material is focused on the theoretical proof and experimental evidence of the methodical competence establishment for future primary school teachers on the basis of fundamental academic disciplines. This research was based on the methods of theoretical analysis of scientific literature, testing, educational experiment and lesson observation, qualitative analysis of students' work. The article presents a theoretical model of the levels for methodical competence among future teachers, with the criteria and their nominative and specific indicators. This model enables teachers to track the dynamics of methodical competence development among students of pedagogical departments at various stages of education. The methodical materials presented in the article will help teachers in designing assignments that ensure instrumental metaprofessional competencies development at lecture classes for students.

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The need to form the artistic and aesthetic attitude of children to folklore and to cultivate a love of popular culture actualizes the topic of the article.The purpose of the article is a theoretical justification for the possibility of integrating the arts as a means of forming the aesthetic attitude of junior schoolchildren to folklore; the development of a diagnostic apparatus (criteria, diagnostic techniques and levels) of the formation of the aesthetic attitude of children to folklore, the definition of the arts used in the training and their integration links.The authors propose the structure of the aesthetic attitude of children to folklore, the criteria of its formation (motives and needs of children to study folklore, imagery, verbalization, аbstraction, symbolism, metophorization describe the results of empirical research of the original level, the exact knowledge of which will contribute to an effective change in the aesthetic attitude of junior schoolchildren to folklore.The study is based on an analysis of philosophical and psychological-educational sources; empirical methods (pedagogical experiment, questionnaire, testing) and Methods of diagnosis of figurative and verbal development рersonality theory.The article provides examples of the judgments of junior schoolchildren, which led to the conclusion that, that children of experimental (EG) and control groups (KG) in general, show interest in the integration of arts and are at an average (61.5% EG, and 69.2% -KG) (23.1% - EG and 19.2% (KG) or low levels of the formation of aesthetic attitude to folklore. The findings suggest that further work is needed to develop this phenomenon.

The topicality of the study is explained by the fact that schoolchildren with a temporary intellectual disability perceive the world around them, the ecological situation, and natural processes in a peculiar way. Such children have difficulty comprehending some terminal values, such as "environmental safety". The purpose of the article is to theoretically and experimentally substantiate the methods and means of emotional comprehension of environmental safety by schoolchildren with temporary intellectual disability. The research was based on the methods of theoretical analysis of domestic and foreign literary sources, testing of 20 students with intellectual disability, interviewing, and a pedagogical experiment. The article theoretically justifies that emotional comprehension of the value of environmental safety by schoolchildren with temporary intellectual disability is possible as a result of their constantly organized assessment of environmental situations. The analysis of diagnostics made it possible to establish that, without special work with schoolchildren with intellectual disability, 25% of the children emotionally inadequately assess the environmental situations offered to them visually and verbally. The majority of students (60%) does not feel the need for active action. 5% of children believe that they cannot in any way change or influence the ecological situations in their region. The practical significance of the results of the study lies in the experimental proof that in order to understand the value of environmental safety for children with intellectual disability, it is necessary to use the methods of "emotional explosion", empathy, emotional-value contrasts, accentuation of emotions, and during the collective project activity to role-play psychological situations.