Julia D. Gakame

The presented study is relevant due to the need for primary school teachers to have effective ways of organizing the development of the emotional sphere of younger students using animation. Development of universal competences among primary school students through classroom and extracurricular activities is particularly important in the current stage of society's progress. However, the educational system remains largely focused on providing students with a prepared system of knowledge, skills, and abilities based on successful learning of academic disciplines' educational programs. In this regard, it is necessary to modernize the system of primary education so that it becomes a field for the formation and development of the personality of students, which meets the needs of society. Animation is an effective means of developing the emotional volitional sphere of primary school students. The article aims to describe the results of a natural pedagogical experiment to test the developed model for organizing an animation studio's work for the emotional development of younger students. The results are of practical interest, as primary school teachers can use such model for organizing the work of an animation studio for the emotional development of younger students, the «Diary of Emotions» and a set of tasks using animation. The study's theoretical significance lies in expanding ideas about emotional development and determining the structural components of the system, their content, which are included in the described model for organizing the work of an animation studio for the emotional development of primary school students. The practical significance of the study is due to the development of a model for organizing the work of an animation studio for the emotional development of primary school children and the compiled training tasks for students, developed by the «Diary of Emotions» as a means of working in an animation studio.

One of the most important tasks of modern education in a rapidly changing socio-cultural environment is the formation of a creative person who can actively interact in society, find optimal solutions in difficult situations, show flexibility and mobility in the system of social relations, taking into account the established sociocultural norms, be able to critically evaluate them, make constructive proposals for their development and improvement. In this regard, the problem of the formation of social competence of primary school students becomes especially urgent. Game modeling is an effective means of involving students in solving social problems, immersion in an artificially created, safe environment that simulates social reality. The relevance of the research presented in the article is due to the need for primary school teachers to clarify the pedagogical conditions for using game modeling in the primary school classroom as a way to develop the social competence of primary school students. The purpose of the article is to describe the results of a natural pedagogical experiment on the formation of social competence of primary school students by means of game modeling. The theoretical significance of the study lies in the fact that the authors identified, substantiated and structured in their work the pedagogical conditions for the use of game modeling as a way of developing social competence and correlated its stages and methods with being formed social competences of primary school students. The practical significance of the study is due to the development of teaching materials, description of the practical use of the game constructor in the primary school classroom, compiled in accordance with the level of student involvement in the modeling process. The research results are of practical interest: primary school teachers can use in their work such materials as a technological map of a lesson based on game modeling; a set of lessons using game modeling on the topic “Surrounding world” ( grade 2, A.A. Pleshakov FSES EMC “School of Russia”), card index of games, game constructor, compiled in accordance with the level of student involvement in the process of modeling the game. The results obtained in the course of the research can be used in the development of teaching aids and didactic materials for primary school.

Primary school age is a period of active development of personality abilities, which are revealed and improved in the process of educational and cognitive activity. Talent as a systemic quality of a person, manifested under the influence of certain factors as successful achievements in certain types of activity, requires special conditions. Individualization of the educational system, which involves taking into account the interests and abilities of students, contributes to the actualization of the individual talents of primary school children, the implementation of the prerequisites for giftedness. Differentiation in mass school contributes to the creation of conditions for the optimal design of an individual educational trajectory for each student. The relevance of the research presented in the article is determined by the need for pedagogical practice in effective ways of organizing the teaching of gifted primary school children on the basis of an individually differentiated approach in a mass school. The purpose of the pedagogical research is the development and experimental testing of a work system on the organization of education for primary school children with academic talent in the aspect of an individually differentiated approach. The theoretical significance lies in the development of ideas about the category of "giftedness"; determination of the structural components of the work system on the organization of education for primary school children with academic talent in the aspect of an individually differentiated approach, their content. The practical significance lies in the possibility of implementing in pedagogical practice a system of work on organizing the education of academically gifted primary school children in the aspect of an individually differentiated approach, as well as provided educational tasks for primary school children with academic giftedness, differentiated in accordance with the level of independence and knowledge of educational material. In addition, the results of the study are of practical interest: a selected list of the most effective forms and methods of teaching primary school children in the context of the individually differentiated approach implementation can be used in the work of a primary school teacher when organizing work with academically gifted schoolchildren. There are also recommendations for conducting training sessions using a combination of forms of education organization. The results obtained in the course of the research may be used for working out teaching aids and didactic materials for primary schools.

The article presents a substantial characteristic of inclusive education concept, forms of lessons organization in inclusive educational environment, a lesson as a form of organizing the educational activity of junior schoolchildren in inclusive environment, a combination of lesson forms.

In the given article the question of prospects of development of inclusive education in modern elementary education is considered. The main inclusive approaches to the education and upbringing of children with special educational needs are considered.