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.

The relevance of the problem of noosphere-aesthetic education of primary school students is due to the need for their entry into noosphere-cultural space of the region which affects the formation of humanistic attitude of students to all life on the earth, their native nature and culture; insufficient theoretical and practical development of the model for the implementation of this phenomenon. The purpose of the article is theoretical substantiation, development and implementation of the model of noosphere-aesthetic education of primary school students by means of regional culture. The leading method of research is modeling which allows to create and implement an integral system of noosphere-aesthetic education of primary school students by means of regional culture. On the basis of cultural and environmental approaches we have defined the content of the concepts "noosphere-aesthetic education of primary school students", "regional culture" and proved the effectiveness of the model for implementing this approach. In this article from the standpoint of cultural and environmental approaches the concept of "noosphere-aesthetic education of primary school students" is clarified, the effectiveness of the implementation model of this phenomenon by means of regional culture is proved, prospects of using its building blocks: target, structural, diagnostic, technological and effective in the education system are substantiated. The results of the research presented in the article and statistical processing of experimental data using R.Fisher's angular coefficient of transformation proved the effectiveness of proposed model in educational process. Practical significance of the study is that diagnostic techniques, program, process unit of the model presented in the article contribute to more efficient noosphere education of primary school students and can be used by teachers of higher school, primary school teachers and educators in their activities.

The article characterizes and experimentally substantiates the criteria, indicators and levels of methodical competence of future teachers; illustrated by didactic means propaedeutic training of students for the instructional activities in primary school. The influence of metaprofessional (universal) instrumental competences formed by future teachers at Nature Science lectures on the unconscious, on the intuitive level, through the "insight", their acquisition of the methodological experience is proved.

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.