El artículo define la esencia y estructura del fenómeno "madurez espiritual de los futuros maestros". Substancia el concepto de desarrollo de la madurez espiritual de los futuros docentes, define componentes, criterios, indicadores y caracteriza los niveles de madurez espiritual, y corrobora las etapas de su desarrollo dentro de los futuros docentes en educación pedagógica. El propósito del artículo es corroborar y probar la efectividad del sistema de tecnologías pedagógicas del desarrollo de la madurez espiritual de los futuros maestros de manera experimental. La verificación experimental del sistema de tecnologías pedagógicas demostró su eficacia, que se manifestó en la diferencia entre los niveles de desarrollo de la madurez espiritual de los estudiantes de control y los grupos experimentales. 

The article defines the essence and structure of the phenomenon "development of life and professional maturity of the future teacher", substantiates the concept of development of life and professional maturity of future teachers, defines the components, criteria, indicators and characterized levels of vital and professional maturity, development and maturity higher education institutions. The purpose of the article is to substantiate and experimentally test the system of pedagogical technologies for the development of life and professional maturity of future teachers. The components of development of life and professional maturity of future teachers are defined: age maturity, professional orientation, creativity and initiative in solving life situations, high level of realization of life events. The levels of development of the life and professional maturity of future teachers are grounded on the criteria of the quality of their professional training. Five levels of development of future teachers' life and professional maturity have been identified and characterized: excellent; Very good; good; sufficient; satisfactory. The peculiarities of the periodization of the development of life and professional maturity of future teachers in the educational space of a pedagogical institution of higher education in three leading stages (adaptation, individualization, integration) and the corresponding system of pedagogical technologies of development of life-professions are substantiated. Experimental and experimental verification of the system of pedagogical technologies for the gradual development of the life and professional maturity of future teachers proved their effectiveness, which was reflected in the difference between the levels of development of the life and professional maturity of students of control and experimental groups. The prospective direction of further research is to study the theoretical and methodological foundations of the development of life and professional maturity of graduates of pedagogical institutions of higher education in the age of early maturity in the process of their adaptation, individualization and integration in primary educational positions in general educational settings.

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The article considers the problem of improving the state of self-educational activity of primary school students in terms of limiting the lessons of the organization of the study of school subjects. The purpose of the article is to substantiate a holistic approach to educating students in the need for self-educational activities with a book while studying certain topics and sections of school subjects. Types of independent work of students with a book are analyzed on the basis of the number of textbooks (single and multi-textbooks), the results of their written processing (plan, thesis, citations, notes, synopsis, review, annotation, abstract). The advanced character of extracurricular work with the book in relation to studying of subjects at lessons is offered. The peculiarities of the formation of students’ ability to find and process books on educational subjects are revealed: methods of preliminary acquaintance with the text, rules of reading the book, regularities of memorizing its content. Means of determining the depth and stability of the expression of students’ needs in self-educational activities with a book (observation of students’ learning activities, conversations with them, parents and teachers, analysis of students’ library forms) are identified. The levels of cognitive self-educational activity of students with a book and the norms of time for their performance by students are analyzed: reproductive, reconstructive-variable, heuristic and creative (search) independent works. The method of expert assessments established the time spent on self-educational types of work with a book of different levels of cognitive independence of students. Observations of students ‘independent work with the book, questionnaires, self-photographs and timing helped to determine the actual cost of students’ time to complete educational tasks from literary sources. Experimentally established average norms of time spent by students on various types of self-educational activities with a book: reading basic and additional literature, notes, the use of literary sources to perform creative tasks.

The present article emphasizesthe question of the necessity of educational process of sensitiveness of preschool children as the basic ability of the personality. It turns out through needs, requests and wishes of others. Person is to be attentive to the interests, problems, compassion and be ready to help.Special attention is paid tothe interaction between parents and preschool education institutions while upbringing and educating children. Interactive forms of work with stuffand parentsare defined (group, individual and visual informative) which are used in the educational process for the sake of childrensensitiveness.The article touches upon the issue that today the cooperation between family and preschool educational institutions should become closer. Parents' partnership has to exist not only with the tutor but with all pedagogical staff who takes part in the process of teaching and learning. The cooperation has to be realized constantly.Teachers' aim is to help parents to teach children morality and responsiveness. The child is considered an equal participant of the educational process.The process of educating children responsiveness is in qualitative cooperation between all social institutions (family, preschool institutions, out-of-school establishments). For getting the results preschool educational institution has to create an atmosphere of a certain contact with the effective forms of work.The author points out the most effective forms of interaction with parents. They are parent meetings, classes-trainings, meetings with parents, oral journals, pedagogical living rooms, round tables, parenting conferences, workshops, debates, classestrainings. The effectiveness depends on the common aim of all participants and the creative cooperation.The institution's goal is to attract parents to the interaction and teach them to organize their free time with children in a wright way. The author of the article draws reader's attention to the need of paying attention to the individual work with parents including usage of social and psychological methodology of child's development «Dolls with the personal stories (puppets-persons)».The partnership interaction in the process of educating responsiveness is displayed with the help of visual-informational forms at the preschool educational institution. The effective interaction at the mentioned institutions is in the combination of different forms of work. The tutor has help parents to watch their child and open new qualities and characteristic.Preschool educational institution is a guide in joint educational work. For this all stuff has to be very qualified and increase its professionalism. ІННОВАЦІЙНІ ПЕДАГОГІЧНІ ТЕХНОЛОГІЇ ФОРМУВАННЯ ГРОМАДЯНСЬКОЇ ВІДПОВІДАЛЬ-НОСТІ ШКОЛЯРІВ ОСНОВНОЇ ШКОЛИУ статті розглядається актуальне для сучасної основної школи питання формування громадянської відповідальності учня засобами сучасних інноваційних педагогічних технологій. З метою обґрунтування системи інноваційних педагогічних технологій формування громадської відповідальності учнів о...