The article provides a theoretical analysis of the formation of universal educational actions of younger schoolchildren. From the analysis, a structured characteristic of four types of UUD is given: individual universal educational activity, regulatory universal educational activity, cognitive universal educational activity, communicative universal educational activity. Their existence is stated philosophically, pedagogically and psychologically. From the fact that the tool for the formation of UDC is differentiated training. A content analysis of the concepts of «differentiation» and «differentiated learning» is proposed. As a result, the expected results from the UDC provide for several pedagogical orientations and provide an analysis of the quality available to primary school students. These are: personal development, communication culture, research culture, self-development. In conclusion, the current applied state of the DMS will be outlined and proposals for its strengthening will be voiced.