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This article deals with the implementation of the federal state educational standard as guarantee of psychological safety in the learning environment of a post-conflict area. The optimal ways of implementing the federal state educational standard for all participants in the learning process are distinguished, with the goal of increasing the level of psychological safety in respect to difficulties connected with the particularities of the post-conflict area. The sources of the threats that should be taken into account for guarantee of psychological safety are pinpointed. The psychological follow-up of the implementation of the federal state educational standard is discussed.

This article presents the findings of research on the quality of early childhood education and care in Moscow. This research is based on insight into the quality of early childhood education and care built in to The Federal State Educational Standard for Preschool Education and the cultural-historical ideas of L. Vygotsky. The main aim of this field research is to investigate “the strong points” and drawbacks of early childhood education and care in the capital city. The Early Childhood Environment Rating Scale (ECERS-R) is used as an instrument of field research. The results are based on a random sample of 36 preschools and kindergartens in one of the districts of Moscow. The research gathers data about the most comfortable and least comfortable aspects of the learning environment in the preschools and kindergartens of Moscow. Taking into consideration the requirements of the Federal State Educational Standards, the findings of the research revealed that the most important line of learning environment development in preschool and kindergarten are individual early care and education program, support for the independence of children, the creation of a more available and mobile environment, and optimal conditions for the development of thinking, imagination and child creativity.

The article analyzes the conditions and prospects for meeting the requirements of the modern national education system in new forms of communication and cooperation by all participants in the educational process (educational institutions of various types, parents and teachers), which would comply with the main guidelines as approved by the Federal State Educational Standard (FSES) for Preschool Education, and would be carried out in close systematic cooperation between state, educational and social organizations, with the participation of socially oriented business. Using the example of the nation-wide Matryoshka Festival project the author examines the possibility of introducing into the educational system some projects that embrace such second generation FSES principles as assistance and cooperation between children and adults in the process of child development and their interaction with people, culture and the environment, initiation of children to social and cultural norms and traditions of family, society and state, etc. The main goal of the Matryoshka Festival is to involve every participant of the educational process – children, parents and teachers alike – in a single creative and festive event, the matryoshka symbolizing a mother of many children, a close-knit family, the conciliarism and culture of the peoples of Russia. The article analyzes the thematic, ideological and methodological features of the Matryoshka Festival, held in several cities of Russia (Cherepovets, Vologda, Yaroslavl and Vladimir) in 2013-2015 with more than 50 thousand families, 584 educational institutions of primary and secondary education and 1,200 teachers participating in it. The article also evaluates prospects for its development and promotion.