Natalya Aleksandrova

The relevance of the work is justified by the search and development of personal moral qualities, which will contribute to positive interpersonal interaction in the period of humanization of society. This trend has not passed by inclusive education as well. Such personal qualities may include empathic ones. They allow us to understand and accept anyone, regardless of their social status, age and abilities, to help a person in a difficult situation. Purposeful process of empathic qualities development can improve the effectiveness of interaction of primary school students with disabilities with others, as well as promote their inclusion in the general educational process. The aim of the article is to describe a pilot study on identifying primary school students' ability to recognize their peers' emotions, their capacity for empathy and cooperation in the conditions of inclusive education. To achieve the goal of the research the following tasks were solved: theoretical analysis of the research problem was made; empathic qualities were defined; the methods for identifying these qualities in younger pupils were selected; the quantitative and qualitative analysis of experimental data on the identification of empathic qualities of primary school students in the conditions of inclusive education was presented. Different groups of methods were used in the process of solving the tasks of the pilot study: theoretical (analysis, synthesis, comparison, generalization of scientific sources on the problem of primary school students’ empathic qualities development in the conditions of inclusive education); empirical (educational experiment, survey, testing); processing of empirical data (content analysis, methods of mathematical analysis). The theoretical significance of the study is in the clarification and generalization of scientific knowledge on the problem of empathic qualities development among primary school students in the conditions of inclusive education. The practical significance of the study is in conducting a pilot study to identify empathic qualities of primary school students in the conditions of inclusive education. The analysis of the experimental data obtained was used for working out a program for the development of empathic qualities of primary school students in the conditions of inclusive education.

In the process of forming ideas about etiquette, the child enters the social world and adapts to it in a harmonious way. It is impossible to acquire knowledge about etiquette without the help of a teacher, whose task is to interest the children and present them information about etiquette. We believe that a lapbook can serve as a means to accomplish this task. The purpose of the study is to identify the psychological and pedagogical conditions that form the ideas about etiquette in children aged 6–7 years in the process of creating a lapbook. The article presents the results of the work on the formation of ideas about etiquette in children aged 6–7 years in the process of creating a lapbook. The practical significance of the work lies in the development and testing of a series of classes aimed at forming ideas about etiquette in children aged 6-7 years in the process of creating a lapbook.

. In modern society, it is necessary to develop organizational skills and abilities, starting from primary school age. This is possible under specially created psychological and pedagogical conditions: inclusion of fourth-graders in the cooperative creative activity of the teacher and students, creation of a personality-oriented educational environment, taking into account the age characteristics of students. The purpose of the article is to reveal the psychological and pedagogical conditions for the development of organizational skills in fourth-graders. The theoretical significance of the research is in description of the organizational skills development among fourth-graders in the creative workshop. The practical significance of the study lies in working out and implementation of a series of measures aimed at developing organizational skills in fourth-graders.

The Russian language is the national language of the Russian people and a means of interethnic communication. Inspiring respect for the native language, formation of the norms of the Russian language, learning the native language as the main means of communication – these are the priority directions of primary language education. Therefore, one of the tasks of teaching the Russian language in primary school is the development of oral and written speech, formalized according to stylistic, grammatical, punctuation, spelling and orthoepic norms. The processes of mastering orthoepic norms and the formation of different types of communicative universal learning actions actively take place in primary school age. The authors study the specifics of the formation of communicative universal learning actions of primary school students in a small town in the process of going through orthoepic exercises. The aim of the study is to work out and theoretically substantiate a set of orthoepic exercises that ensure the effective formation of communicative universal learning actions of primary school students living in a small town. The methodology is based on systemic activity-oriented and personality-oriented approaches. Modern language education in the Russian Federation presupposes the systemic development of the student as a subject of cognitive activity, an active participant in the educational process, ready to build active and competent verbal communication with peers and adults. This is facilitated by the implementation of a set of the above-mentioned methodological approaches. The effectiveness of the approaches is confirmed by a pedagogical experiment. The study made it possible to check the effectiveness of the orthoepic exercises use, which ensure the formation of communicative universal learning actions among primary school students at the Russian language lessons. The theoretical provisions of the study can become the subject of discussion, exchange of experience at round tables, seminars, conferences of teachers, methodologists, teachers of the Russian language and literature; become a methodological topic of an educational organization. Practical provisions can be the basis for the development of didactic means of teaching the Russian language: collections of orthoepic dictations, episodes of calligraphy, materials for dictionary and spelling work, desktop printed and electronic games.

The Federal State Educational Standard for Primary Education states that it is necessary to develop in children the ability for an artistic, imaginative, emotional, value-oriented perception of works of visual and musical art, to teach them express their aesthetic attitude to the world around them. This means that it is important to develop creative imaginations in children. The development of children's creative imagination is important because it is necessary in any child's activity. Artistic and design activity gives great opportunities for the development of the creative imagination of children. Such activities create favorable conditions for the development of imagination, intellect, emotions, experimentation with materials, which allows us to consider this type of activity as a powerful factor in the development of the creative abilities of primary school students. The purpose of the study is to identify the pedagogical conditions that ensure the development of the creative imagination of fourth-graders in the process of making stage-setting for theatrical performance in the theater workshop. The article presents the results of work on the development of the creative imagination of fourth-graders in the process of making stage-setting for theatrical performance. The practical significance of the study lies in the development and testing of classes and in determining their influence on the development of the creative imagination of fourth-graders in the process of making stage-setting for theatrical performance in a theater workshop.