The article substantiates two-leveled values of the primary education curricula, including the values that are related directly with education applicants, and could be considered as planned results of their education; and values that reflect the process of education, that is the position of a teacher reflected in the organization of educational process, the specifics of teaching methods, the nature of the relationship with students. It is emphasized that the preparedness of a junior student to adapt, accept beliefs and values, and successfully participate in the surrounding world includes the following components: intellectual readiness (ability to independently acquire knowledge, ability to work with information); communicative readiness (competences necessary for communication); social readiness (ability to cooperate, exhibit activity and volitional features of character, own attitude to the world, to the natural and social environment); activity readiness (possession of educational activity, ability to transform practical tasks in educational tasks, ability to construct their activities from the goal setting to obtaining the results); regulatory readiness (ability to exhibit reflexive qualities); creative readiness (ability to solve various educational and daily tasks creatively); emotional readiness (ability to feel, worry, respond emotionally to life events and phenomena, share their experiences, show empathy when interacting with others). The researcher argues that the components of a young person's readiness to interact with the environment are interconnected, complement each other and are basic prerequisites for the design of the primary school curricula. Important principles of constructing the content and curricula of modern primary education are principle of natural expediency and individual significance of the content, activity principle, culturological principle, principle of differentiation and individualization. Keywords: primary education, axiology, content of education, education curricula, principles of primary education curricula design.
Axiological multiplicity of primary education curricula
