"ORIYENTIRY DETSTVA” is an event that is significant in terms of the range of speakers, rich in terms of the range of topics, dynamic in form, and useful due to its practice‑oriented content. At the same time, it remains open for dialogue and free communication — without formalism, with a lively tone.
FORUM STATISTICS
- The Forum brought together more than 6,000 participants from 78 regions of the Russian Federation.
- More than 500 experts from 53 regions of Russia became speakers at the Forum.
- Representatives from 19 countries took part in the Forum’s international programme.
- The Forum programme includes more than 130 events.
The forum was opened by Elfiya Dorofeeva, President of the Association for the Development of Quality in Preschool Education, General Director of the MOSAIC‑SINTEZ publishing house, and the founder and driving force behind the main annual event in the preschool world, who wished the participants productive work and a great mood.
“People who give their hearts to children: we bow to you in deep respect for your daily professional work,” Elena Pisareva, Deputy Chairman of the Federation Council Committee on Science, Education and Culture, addressed the Forum participants.
The President of the Russian Academy of Education, Olga Vasilyeva, noted the scale and high level of preparation of the Forum. She pointed out that the forum is taking place in the year marking the 130th anniversary of Lev Vygotsky, and called for building the development of preschool education on the scientific foundation laid by Vygotsky, Zaporozhets, Venger, and their followers.
Maria Sittel, chairperson of the Union of Women of Russia, reminded everyone that discussing the values and priorities of childhood is essentially a discussion about the country’s future, and she called on the authorities to listen to the needs of teachers and parents.
Alexander Reut, Director of the Department of Preschool Education at the Ministry of Education of the Russian Federation, emphasized in his welcoming letter: “The forum serves as an important platform for the development of educational traditions and for strengthening the methodological and human resources potential of the sector.”
At the opening ceremony, agreements on cooperation were signed with the Russian Academy of Education, the Ministry of Education and Science of the Chechen Republic, Yaroslavl State Pedagogical University named after K.D. Ushinsky, and the Scientific and Methodological Center of the Kemerovo Region.
The plenary session “Preschool Childhood — a Strategic Priority of the State and Society” was held for the first time with a broad participation and presented the preschool education system as part of the overall state agenda. Representatives of ministries, departments, scientific institutions, and public organizations discussed how they envision the development of the sector — without stock phrases, relying on specific data and professional issues.
Olga Vasilyeva, President of the Russian Academy of Education, set the tone for the discussion, noting that the professional community has become too focused on novelties and innovations, forgetting about the science on which the education system has always been based. This thesis was further developed in the speech by Academician Aleksander Veraksa: the results of the study “The Modern Preschooler: A New Development Profile,” which involved more than 20,000 children, showed a decline in speech development and memory among today’s preschoolers compared to their peers from fifty years ago.
Aleksander Kurgansky, a senior researcher at the Research Institute of Hygiene and Health Protection of Children, added a physiological argument: the development of cognitive functions is directly linked to fine motor skills, so the practice of handwriting in kindergartens should be preserved rather than displaced by digital devices.
A number of speeches addressed the professional status of educators. Larisa Solodilova, Chair of the All-Russian Education Trade Union, stated the issue bluntly: the total wage fund needs to increase, but salary hikes should primarily target base pay rather than the ongoing "points race" for performance-based bonuses. In her view, compensatory payments should be converted into fixed monetary amounts. Elfiya Dorofeeva, President of ARKADO, supported this stance: the educator is the heart and soul of early childhood education, and administrators must make decisions with their eyes wide open.
A dedicated session focused on engagement with parents. Natalia Kostyuk, Deputy Director of the Department of Preschool Education at the Ministry of Education, emphasized that successful child-rearing depends directly on the quality of the relationship between educators and families; she also announced the launch of a digital repository of best practices for how kindergartens work with parents. Elena Pristupa, Director of the Institute for Child Development, Health, and Adaptation, added that methodological guidelines and a handbook for parents have already been prepared to assist educators.
Maria Sittel, Chair of the Union of Women of Russia, continued the discussion on public support for families. She noted that the Civic Chamber and the Union’s regional branches serve as a vital link between civil society and government authorities, and she urged officials to heed the requests of educators and parents. Lyubov Dukhanina, Chair of the Council for Professional Qualifications in Education, highlighted the implementation of new professional standards for "Head of an Educational Organization" and "Educational Psychologist," while Alexander Tsvetkov, head of the Institute for the Study of Childhood, Family, and Upbringing, described the creation of a unified resource for verified information and the "Kind Games" project, which aims to introduce preschoolers to traditional spiritual and moral values.
Maxim Kazarnovsky, Director of the Moscow International Education Fair, reiterated a simple yet often overlooked point: children are not the future, but the present.
Participants also took a keen interest in the off-site session of the Expert Council under the Federation Council Committee on Science, Education, and Culture, which focused on the preschool education system within the context of the new demographic reality. Federal experts discussed the reduction in the number of kindergartens amidst the demographic crisis, the quality of medical care in preschool institutions, the provision of recommended literature to educators, and the accessibility of supplementary education for young children. It was emphasized that decisions must be based primarily on the interests of each individual child, rather than solely on economic considerations.
One of the forum’s highlights was the "Dialogue Across Time" roundtable, held to mark the 130th anniversary of Lev Vygotsky. The event featured a unique format: an AI version of Vygotsky, trained on the scholar's own writings, took part in the discussion. The experts’ verdict was unequivocal: while the algorithm could brilliantly synthesize terminology, it remained completely blind to the nuances and "gaps" inherent in living human thought. The neural network reduced the famous "zone of proximal development" to a sterile model of adult assistance, overlooking the roles of affect and emotion—elements without which development devolves into mere mechanical conditioning. Furthermore, the scholars raised an alarm regarding the disappearance of "egocentric speech"—that characteristic childhood muttering during play from which, according to Vygotsky, inner speech and the capacity for reflection emerge. Interaction with digital devices, which requires no verbalization, deprives the child's brain of this crucial developmental stage.
These theoretical conclusions have been brilliantly confirmed by data from the large-scale "Growing Up Together" longitudinal study, presented by researchers from Moscow State University and the Federal Scientific Center for Psychological and Interdisciplinary Research. It turns out that rough-and-tumble play—often perceived by parents as aggressive—actually serves as an evolutionary training ground for empathy and impulse control, acting as a social equalizer for children with low status within their peer group. At the same time, researchers identified a troubling phenomenon: the illusion of animacy. More than a third of preschoolers view smart speakers as living beings and confide their secrets in them, creating a dangerous surrogate for emotional attachment. Furthermore, neuroscientists have pointed out that cognitive functions and memory rely directly on fine motor skills and tactile contact—experiences that cannot be replicated by swiping a screen. Even regular chess practice at the age of five or six yields a lasting boost to visuospatial memory that persists into adolescence, demonstrating that such traditional activities are not merely archaic relics but a foundation for brain health.
But how do these profound scientific insights make their way into the daily life of thousands of kindergartens across the country? Participants in the "Kindergartens as Friends" discussion demonstrated that true innovation does not come down from above in the form of directives; instead, it grows from the bottom up through horizontal connections and the exchange of real-world practices among educators from different regions.
An international symposium held under the auspices of UNESCO brought together departments from India, the UAE, Qatar, Brazil, Cameroon, Tanzania, and other countries. Experts from around the world unanimously affirmed that play is neither mere entertainment nor a pause in development, but rather its foundation. Through play, a child processes stress, masters social roles, and learns to manage emotions. Compelling evidence was presented showing that self-regulation skills developed during the preschool years are a far stronger predictor of school success than early academic skills. At the same time, experts noted that screen time is directly linked to a decline in the quality of play and increased stress levels; however, teaching children traditional role-playing games can rekindle their interest in the real world.
The topic of cultural content proved to be equally important. At the "Right to a Cultural Childhood" roundtable, writers, publishers, producers, and educators discussed the values and behavioral models that books, animated films, and digital products convey to children. Participants noted that recommended reading lists often fail to keep pace with the times and that today’s children need heroes who inhabit the same reality they do. At the same time, an encouraging fact emerged: approximately 80 percent of the top-selling books on the Russian market are created by domestic authors, demonstrating the immense potential of Russian children's literature.
The cultural agenda continued with the International Assembly on Preschool Education, which brought together educators and methodologists from Russia, Belarus, Spain, Egypt, Kyrgyzstan, Italy, Uzbekistan, Azerbaijan, and other countries. Participants discussed how Russian approaches to the upbringing and education of children aged zero to seven are adapted to various cultural contexts. Particular attention was paid to preserving the Russian language abroad; educators shared practices combining reading, educational videos, and interactions among children of different ages. Specific international partnership projects—such as "Friendship Without Borders" and "Commonwealth"—were also presented, highlighting initiatives that help foster peer-to-peer connections among professionals from different countries.
The forum also featured a heated discussion regarding the situation of educators themselves. At the roundtable titled "No Illusions: Continuous Supplementary Professional Education for Educators," participants acknowledged that the current system of professional development requires a major overhaul. Key issues identified included the lack of a transparent list of training providers, a shortage of courses for administrators and officials, and the burden of bureaucratic tasks placed on professional development institutes. Speakers emphasized the need to shift from the mere formal acquisition of certificates to genuine professional growth that addresses the specific needs and gaps of each individual specialist. This topic resonated directly with the remarks made by trade union representatives, who called for an increase in the base salaries of preschool educators rather than an endless "points race" to secure performance-based bonuses.
The Forum’s open program was also packed with activity. At the educational solutions exhibition, Russian manufacturers showcased new equipment designed to create enriching, developmentally appropriate learning environments, while publishing houses presented books for children, parents, and professionals. The "Traditions of Upbringing Among the Peoples of Russia" festival brought together educators from 27 regions to demonstrate how song, dance, and customs of hospitality can be used to pass on a people's cultural heritage to children. The "Lecture Hall on Cushions" ran non-stop, offering young visitors and their parents literary workshops, science shows, theatrical performances, and concerts.
The forum demonstrated that preschool education in Russia is undergoing a period of profound rethinking. Participants came to realize that only the combined efforts of the scientific community, the state, professionals in the field, and parents can create the conditions necessary for every child to realize their potential.
