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Purpose of the study: The aim of work is to know how the project activity development dynamics of first-year students of psychological and pedagogical departments could be arranged and prove suggestions of project activity development levels: reproductive, productive, constructive. Methodology: The content analysis method was used which collect data associates with the student's ability to project activities. Main Findings: The work describes results of forming experiment in which seventy-six first-year students of the Institute of Psychology and Pedagogy of Siberian Federal University took part, including 52 people from two experimental groups of psychology-pedagogy occupation and 24 persons from the control group of pedagogy occupation. The results show that the progress in project activity development of experimental group students is vastly different from progress in project activity development of control group students. Applications of this study: Theoretically grounded principles of the organization of the project activities of students in the article can be the basis for the development of specific methods for their implementation in practice. The development levels of project activities — reproductive, productive, and constructive — can be used to monitor the professional competencies of humanitarian students. Novelty/Originality of this study: the article proposes a system for organizing educational and professional activities of a student to build a transition from a student's activity according to a rigid, non-varied plan to a flexible, variable pedagogical project based on the principles of development. This opens up the possibility of becoming a dialogic type of student professionalism already in the process of its preparation.