This article focuses on the problem of individuality. The theoretical basis is O. Grebenyuk’s individuality concept. In it, the individuality is defined as the unity of intellectual, motivational, volitional, emotional, practical and object-oriented, existential and self-regulative spheres which characterise the originality and uniqueness of a person. The term ‘individuality of a teacher’ refers to an integrated and holistic system of seven interconnected spheres, including professionally important components which differentiate it from the individuality of other subject of a professional avtivity. This study adresses three key issues. First, it looks at the problem of preschool teacher’s individuality and identifies the system of professionally important components. Second, it turns to examine the professional deformations of teachers. Finally, the paper considers the relationships between the individuality system and types of professional destructions in the groups of preschool teachers of different age and with different professional experience. The data for this study were collected using the questionnaires: “The Technique of Teacher’s Individuality” by T. B. Grebenyuk and “The Method for Studing Professional Teacher’s Deformations”by E. F. Zeer. Fifty-two teahers were recruited for this study. The participants work at various kindergartens in the Kaliningrad region. The results suggest that the motivational and existential spheres are developed most strongly. The most exrpessed professional deformation is demonstrativeness. Statistical analyses revealed two types of correlations: 1) a positive correlation between the intellectual, motivational, and practical and object-oriented spheres with demonstrativeness; 2) a negative correlation between the emotional sphere and dogmatism.

The aim of the research is to study psychological and professional readiness of kindergarten teachers for inclusive education. 44 kindergarten teachers from Kaliningrad and region were included in the sample. A questionnaire was applied as a data-gathering tool. According to the results, kindergarten teachers accept the idea of inclusive education positively and expect that it is the children with special needs who would receive the biggest benefit. At the same time, realization of the idea of inclusive education causes anxiety and fears, associated with complexity of pedagogical activity, children interaction, necessity of special conditions for successful inclusion. Most kindergarten teachers don’t have professional and educational experience for interaction with children who have special needs. Moreover it has been revealed deficiency of psychological and professional readiness for inclusive education in the groups of kindergarten teachers. Successful realization of inclusion requires additional professional training and development of system of pedagogical and psychological support for kindergarten teachers.

This work presents kindergarten teachers’ ideas of the most important sociocultural developmental factors of preschool children in modern situation. Essay as a data-gathering tool was applied. According to the results, the main sociocultural factors are both family and kindergarten. Developmental value of the play, children's community and communication with peers are underestimated by kindergarten teachers. Teachers give preference to cognitive development, while personal development becomes secondary. Early connection of children to information space and technologies is still not comprehended completely, although kindergarten teachers describe some problematic aspects of this phenomenon.

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This article focuses on the problem of volitional sphere developing as an important part of human individuality. The theoretical basis is O. Grebenyuk’s individuality concept. In it, the individuality is defined as the unity of seven spheres, including volitional one which characterise the originality and uniqueness of a person. Positive development of volitional sphere affects self-development and success of preschool teacher's professional activity. This study adresses three key issues. First, it looks at the problem of volitional sphere in preschool teacher’s individuality and identifies the system of professionally important components. Second, it turns to examine dynamics of students ' volitional sphere during professional training at the university. Finally, the paper considers professionally important components of the volitional sphere that need to be developed. The data for this study were collected using the questionnaire “The Technique of Student’s Individuality” by T. Grebenyuk. Sixty-three students were recruited for this research. The participants study at Immanuel Kant Baltic Federal University, they are future preschool teachers. The results suggest that the structure of the volitional sphere changes from the first to the fourth year of study. In the fourth year, the components, that influence the development of subjectivity, dominate. The capacity for prolong volitional effort is not sufficiently developed among all participants in the study.