In the dissertation, for the first time, the results of a holistic study of a scientific problem, which were not the subject of a special study, were highlighted: a theoretical analysis of modern trends in the development of primary education in Canada was presented and the possibilities of using Canadian experience in Ukrainian educational practice were identified. In order to introduce the positive experience of the development of modern primary education in Canada into the practice of the Ukrainian primary school, the methodological principles of the study of the problem are presented; they are based on a set of approaches (historiographical, cultural, legislative and normative, conceptual, competence, personally oriented, activity or practically oriented, inclusive, innovative), comparison criteria (conceptual principles of educational policy, goal-setting, principles of development, competences of participants in the educational process, organization of the educational process, content of education, methods of implementation, effectiveness, influencing factors, development trends), research methods (analysis of the state of functioning of the primary education system, interpretation of the state of the primary education system development, analysis of general features of the primary education development, analysis of distinctive features of the primary education development, content analysis of legislation and educational programs regarding primary education in Canada and Ukraine to find out the possibilities of borrowing effective forms and technologies of organizing the educational process; included observation, questionnaires and interviews to identify and justify the organizational and methodical foundations of the elementary school in Canada; modeling to identify features and modern trends in the development of primary education in Canada and Ukraine; a comparative analysis of the integrative possibilities of introducing the Canadian experience of primary education into the Ukrainian educational system). The main trends of the development of Canadian elementary school in the 21st century, including its reform, were first identified and characterized: the revival of minority languages; increasing interest in learning French; revision and correction of standards of evaluation of Canadian studentsʼ educational achievements; orientation of education on its globalization and formation of global competences (namely: creativity, innovation and entrepreneurship, critical thinking, cooperation, communication, personal skills, cultural and ethical civic position, computerization and digital technologies); systematic revision and updating of educational programs in the field of health care, mathematics, indigenous education and digital education; increasing investment in inclusive education models to meet the needs of students with special educational needs; reducing the number of students in elementary school classes; introduction of mixed form of learning (a combination of face-to-face and distance learning), development and use of training online platforms for distance learning. Models of primary education in Canada and in Ukraine in the 21st century, which include the following components, have been developed: factors of influence on the elementary education system; blocks (conceptual, targeted, competent, organizational, content, procedural and effective); trends changes. The peculiarities of the organization of the educational process in elementary schools of Ukraine and Canada have been compared on the basis of a survey of elementary school teachers of the new Ukrainian school on the topic: “Features of the educational process in the conditions of primary education reforming”.
