This article considers the social and pedagogical characteristics of a future teacher's readiness for developing the intellectual and creative potential of a junior schoolchild in vocational training. The components of a future teacher's professional readiness for developing the intellectual and creative potential of a junior schoolchild are defined. The phenomenon "readiness" is considered through the main approaches of professional readiness. Conditions for a successful formation of students' readiness for developing an intellectual and creative potential are identified. The diagnostic tools of a future teacher's readiness for developing the intellectual and creative potential of a junior schoolchild are presented. The fancy of any object, process or phenomenon that reproduces certain parts, connections and functions of a research object in a certain relation is defined. Training a future teacher determined by the fact that all changes that are happening in society generally and in education particularly is concentrated on a teacher who is the major figure in the social processes of the 21st century. There remain the possibility of a future integral approach that is rather fruitful in researching the intellectual and creative potential of a junior schoolchild beyond the research focus of local domestic works.