The theoretical analysis of the problem of non-verbal communication in the coordinates of the interdisciplinary research is carried out; significant attention of scientists to this phenomenon is shown. Factors that promote/prevent to development of abilities of non-verbal communication of the future teacher of primary school in the process of training is researched of such directions: motivational, cognitive, evaluation, behavioral are outlined. It is found that non-verbal communication is an invariant phenomenon that interprets as a means of expressional and emotional distinctiveness. The ability of non-verbal communication is considered as a form of activity in a problem searching, conscious and deliberate attempt to expand the boundaries of existing knowledge. Maintenance and structure of concept "Forming of abilities of non-verbal communication of future teacher of primary school" are exposed. Components were defined (motivational-value, cognitive-operational, emotional evaluation, behavioral and correctional); criteria and their indicators: incentive (formation of significant value-systems, understanding) the meanings and role of non-verbal communication skills in professional activity of future teacher of primary school; content-procedural (the ability to actively non-verbal communication during professional activity, knowing the system of knowledge of non-verbal communication, formation of skills using of nonverbal communication); emotional-evolutional withrates (emotional responsiveness, focus on wide range of non-verbal means, readiness to the nonverbal communication with pupils ; reflective with rates (the ability to solve problematic situations by means of non-verbal communication; resistance to manipulative actions which undertaken through non-verbal means and incentives communicative reflective environment). Meaning and structural components of non-verbal communication, which has a range of special spines, which distinguishes it from the verbal (different kind of sensor nature, independent of semantics, spontaneity and subconscious, independent of the language barriers, features of acoustic means, encoding features of psychophysiological mechanisms of perception) are defined. Application of criteria and indexes is educed and argued, levels of formed of abilities in non-verbal communication of future teacher in the junior school in the conditions of professional preparation. According to identified criteria and indicators levels of non-verbal communication of the future primary school teacher are characterized: high, medium and low. Scientifically the model of skills' formation non-verbal communication of future teacher in the primary school is grounded, which includes three blocks (theoretical and methodological, organizational-active, effective), each of which is distinguished with semantic content and means of implementation.
