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The role of preventive education in averting negative behaviours in preschoolers has been considered in the article. It has been justified that preventive work with the children prone to negative behaviours will enhance harmonious development of preschoolers’ personalities, provided that effective forms, methods and techniques have been implemented into preventive education of children with negative behaviours during interpersonal communication (preschool teachers – child – family). It has been proved that the realization of the proposed model of interpersonal communication within preventive work with children prone to negative behaviours in preschools provides positive results, indicating the importance of cooperation among all subjects of the education process in these institutions. The need for primary or early preventive work highlights the significance of primary preventive education, since only early socio-pedagogical prevention of children’s negative behaviours is an effective means of coping with destructive phenomena in the children’s environment. The main factors for children’s negative behaviours and the most essential indications of the need to implement senior preschoolers’ preventive education have been identified. Methodical guidelines on effective preventive education of senior preschoolers prone to negative behaviours have been outlined. The forms, methods and techniques of preventive work that promote constructive behaviours in children have been implemented and verified; the level indicators of development of a sustainable and responsible attitude towards negative behaviours in preschoolers during interpersonal communication have been determined.

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The paper is aimed at analysing the current state of humanistic values formation of future foreign language teachers in the process of studying social and humanitarian disciplines. The research was carried out at Pavlo Tychyna Uman State Pedagogical University (Ukraine). The experiment involved 268 students, majoring in 014 Secondary education (Language and literature (English)). The following methods were used: analysis, comparison, classification and systematization of theoretical data, observation, methods of mathematical statistics and complex pedagogical diagnostics, generalisation, etc. The results have showed a low level of humanistic values formation of future foreign language teachers. It is explained by the fact that the disciplines, containing humanistic elements, are studied as separate academic disciplines without their tight correlation and applied format; humanistic potential implementation of social and humanitarian disciplines is not provided in syllabi of those disciplines and information on humanistic ideals is only illustrated. The results of the study reveal the essential difficulties in students’ humanistic values formation. The identified difficulties have led authors to the conclusion that there is a need for developing new approaches to improving the process of humanistic values formation in future foreign language teachers by means of social and humanitarian disciplines. The ways to overcome the difficulties have been suggested.