The study was formulated within the context of an increasing recognition of ICT as curriculum priorities in primary schools of many European countries. The implementation of ICT-centered curriculum is a step towards realizing the goals of the new Law of Ukraine “On Education” (2017), National Strategy for the Development of Education in Ukraine until 2021, European strategic programme “Education and Training 2020”. Actuality of approaches to ICT implementation in present-day primary schools is caused by the substantial development of digital technologies and requirement of digital literacy for people’s work, social, and personal lives. The unique opportunity of primary education as a large sub-sector of any education system is to contribute to the renewal of societies through education of the young. The paper aims to study implementation of Computer science into national standard of primary education in Ukraine and the UK. In the recent years, many European countries have seen some changes of the content one of which relates to the area of computer science education that resulted in implementing an ambitious new curriculum in this subject. The author gives a comparative analysis of primary ICT within national standards in term of the Computer science development from the initial stage to present day situation. The comparative analysis specifies areas of similarities (aims, objectives, approaches to implementation, priorities of developing digital skills, teaching hours) and differences (programme topics, characterization of learning outcomes) in the study of ICT covering the subject content, expected learning results and general principles of ICT in education, as well as examples of ICT implementation. The paper is also focused at discussing the role of the ICT curriculum in modern-day primary classroom; advantages and disadvantages of ICT integration at primary stage. Much attention is paid to how it is integrated into daily learning modes to allow and encourage active learning. In primary education there are two main models of ICT implementation into curriculum, these are: ICT integrated across the curriculum; ICT (or Informatics, Computer Science and Computing) as a discrete subject within national standard.
The concept of "professionalism" is a very multifaceted and multicomponent and multivector issue that needs clarification and specification. Being a professional in your field is the goal of any individual. Therefore, the arrangement of this concept is important for study and understanding in order to achieve the pinnacle of mastery of one's business, stimulate the need for professional self-development, development of pedagogical abilities and enlargering professional skills. A professional has thorough general cultural, professional, psychological and pedagogical, methodical training, endowed with philosophical, psychological and pedagogical thinking, informational and research culture, universally educated, erudite and creative. Scientists who study the peculiarities of professionalism approach from different positions to the definition of the qualification and personal qualities of a teacher (or "competencies") and highlight a certain set of these properties that are important for the development of professionalism. Despite the huge number of definitions of this concept, there is still no unified point of view regarding its definition. Western researchers distinguish narrow and broad professionalism (Bradfoot). Some researchers consider professionalism as a system of qualities acquired during professional training, the ability to think and act professionally (I. Pidlasy and S. Trypolska); professionalism of knowledge as the basis of professionalism in general (T. Kolodko); as the combination of intensive activity and the result of work, that is, a high level of its productivity (I. Petrovska); as a professional competence (L. Kaidalova, N. Shchokina, T. Vakhrusheva). Based on the study of different pedagogical views on the concept of "professionalism", we define this problem as a complex personal formation that combines professional and pedagogical knowledge, abilities, skills, non-standard professional actions, constant Актуальні питання у сучасній науці № 2(8) 2023 293 desire to update and expand the pedagogical horizons and develop creative abilities, as well as the need for pedagogical innovations.