Sarah Hapacheva

The paper discusses issues on the implementation of family-school interaction in the formation of the younger schoolchildren’s personality; the options are varied forms and methods of school work with their parents; highlights the problem of interaction of school and family on the personality development of primary school aged children shows the work of the whole school to draw parents ' attention to education; covers matters in which the school expands and develops educational opportunities family, carrying out pedagogical education; how the school manages and directs family education, organizes and directs the activities of voluntary and extra-curricular organizations for active participation, help the family and the school, coordinating their actions.

The paper discusses the readiness of children for school education. The authors detail social and psycho-logical readiness of children for school in the period from preschool education to primary school education. Social and psychological readiness of children for school significantly increases the efficiency of the adaptation of children to school education.

The paper discusses the issue of egocentrism among primary school children with signs of giftedness. Society needs people with all kinds of talent, and this diversity is prepared and already apparent in the early school years. Egocentrism among primary school children with signs of giftedness also causes difficulties in relationships with peers. Egocentrism among primary school children with signs of giftedness brings many problems, which can be solved by the help of teachers and psychologists.

The article discusses the psychological and pedagogical features of adaptation to the second stage of teenagers learning describes the period of adaptation to the new rules and requirements, criteria for suc-cessful adaptation, which act as the degree of preservation of mental and physical health of students. Ex-pands learning motivation of pupils of secondary school age are not only aimed at obtaining new information and knowledge, but also to search for general laws, and most importantly for the development of methods of obtaining self-knowledge.

The article considers the question of psycho-pedagogical conditions of forming emotional stability future psychologist, the implementation of which considerably increases the efficiency of development of emotional stability future psychologist in the process of professional preparation. These conditions is aimed at support of psychological comfort, development, motivational, cognitive, emotional, volitional and perceptual processes, which ensures formation of emotional stability.