The article defines the importance of communicative activity in the pedagogic process and examines the process of forming the communicative culture of the future pedagogue as the basis of “subject-subject” interaction. The definition of the concept of psychological readiness for the implementation of pedagogic activity is given, including three areas of actualization – motivational, cognitive and activity. The study was conducted on a sample of students of the group “Foreign languages”, “Russian language and literature” (50 people) of Kostroma State University within the framework of the discipline "School of a professional counselor". It is established that the bachelors who have completed their internship, are aimed at acquiring knowledge necessary for the implementation of professional pedagogic activities. Summer teaching practice has become a powerful resource for the development of students' communicative culture – the motivation for communicating with children has increased, the ability to plan and rebuild communication programmes, organise activities, exercise communication control, show creativity in communication, analyse its results, and see their own mistakes have been formed.

The article is devoted to the interregional scientific-practical conference "Child Success Formation as the Target Function of Additional Education" held on May 21, 2019 at Pedagogy and Psychology Institute of Kostroma State University. The conferencewas devoted to understanding the significance of the historical heritage of Kostroma school of social upbringing, demonstrating advanced, innovative practices and modern experience in building a child’s success, discussing the levers of changes in the quality and competitiveness of additional education. The conference participants expressed confidence that the joint work of science and practice, authorities of education and youth policy, public organisations will contribute to updating the content of upbringing, the introduction of innovative models that ensure the accessibility and quality of additional education, leading the child to success. At the same time, important conditions for the development of modern additional education are the formation of a system for improving the professional skills of pedagogues and managers in this area, networking and social partnership, the introduction of personalised funding for additional education and the preservation of traditions.