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Reason of the conducted study. The article presents a generalized view of the problem of applying uniform requirements to the organization of education and upbringing of preschoolers with developmental disabilities. The authors draw attention to the wide differentiation of special educational needs within the category of “children of early and preschool age with disabilities”, associated with the psychophysical characteristics and the social situation of each child's development.

Methods. The article attempts to illustrate the specifics of the structural content of the federal adapted educational program for preschool education (FAOP DO) and the conditions for its implementation. The methodological foundations for the development of targeted adapted education and training programs, as well as targets reflecting the desired results of the personal development of different nosological groups of children, are considered.

Research progress. The authors analyze typical professional difficulties and requests of specialists involved in the development of training and upbringing programs for children with disabilities based on many years of research, including on the topic “Clinical, psychological and pedagogical research of a modern child with disabilities and disabilities”. More than 800 specialists from 51 subjects of the Russian Federation took part in this study.

Results. Various methodological approaches to the development of Federal Adapted Educational Program are systematized. The dynamics of mastering the list of possible results, which is determined by the quality and consistency in the organization of special educational conditions, is discussed.

Conclusions. As recommendations, it is proposed to pay attention to the content and forms of implementation of additional professional educational programs of pedagogical and non-pedagogical workers of a single multidisciplinary team. For the first time, the analysis of the variable structure of the Federal Adapted Educational Program was carried out on the basis of the general principles of including different nosological groups of preschool children in the educational environment.

Background. We are living in challenging times, with an urgent need for transformation that requires new and sustainable ways of living. Young children are exposed to these global challenges. This study responds to the need for further understanding of how education for sustainability (EfS) is being handled in early childhood education (ECE).

Objective. This study investigated ECE teachers in the process of implementing early childhood education for sustainability (ECEfS). This was initiated by the 2019 revised Swedish National Curriculum for the preschool, where education for sustainable development is included as an overall value and objective.

Design of study. The data presented in this article was obtained in May 2021. An initial questionnaire was emailed to all Ifous participants. One hundred fifty-three teachers (76.5%) responded. The intention of the questionnaire was twofold: first, to investigate what the teachers considered to be education for sustainability in ECE; and second, to scrutinize the teachers’ knowledge base, for the further planning of the research and development program. Content analysis was used to analyze the data.

Results. The findings of the study showed a tendency to describe education for sustainability as “business-as-usual” rather than treating EfS as a new field, and to contend that the teachers addressed EfS before it became a compulsory task in 2019. There were few connections made to the UN Sustainable Development Goals (2015) and to the ongoing pandemic. A common trend when describing the content and activities was to divide the content into three areas, following the three dimensions of sustainability. The teachers described the physical changes and pedagogical changes made after the revision of the national curriculum.

Conclusion. The teachers in the study were interested in EfS, and some articulated a longing for more knowledge about ECEfS and for transformative change. The teachers also showed the need for courage and professionalism to lead the way in finding the relevant content and activities for EfS. The teachers were struggling to find new ways to meet the demands from the governing documents especially during a planetary crisis.

Relevance of the article. During the period of restrictions associated with the spread of the coronavirus infection COVID-19, many preschool educational organizations are faced with the need to carry out educational activities in a digital format. Traditional forms of work with preschoolers were transferred to the format of remote interaction, which negatively affected the quality of educational activities and the involvement of subjects of educational relations. There was a need to transform educational activities, taking into account the age characteristics of preschoolers and the specifics of the implemented educational programs. The article describes the ideas on the basis of which it is possible to develop variable models for the transformation of educational activities implemented using the resources of the digital environment.

The aim of the article is to consider possible approaches to the development of the digital segment of the basic educational program of a preschool educational organization in the context of the possibilities for designing and implementing new formats of educational activities, alternative options for the formation of a developing subject-spatial environment, as well as family support in the context of the implementation of the digital segment of educational programs for preschool education.

Research methods. Expert analysis of the practice of kindergartens in the process of using the resources of the digital environment for the organization of educational activities with pupils.

The results of the study. Approaches and mechanisms were formulated on the basis of which it is possible to develop variable models of transformation of educational activities implemented using the resources of the digital environment, modernize approaches to the organization of the developing subject-spatial environment of a preschool educational organization and educational cooperation with the family in the process of mastering the child’s educational program of preschool education.

Conclusion. The content presented in the article may be of interest to teachers and educators of preschool educational organizations, specialists in the field of advanced training and professional improvement of teachers of the preschool education system, and form the basis for a professional discussion of issues related to the digitalization of preschool education.

The article is of a theoretical pattern and summarizes the scientific statements and research of recent studies. The theoretical provisions and the program document, which substantiate the content and guide of the development of special preschool education are presented.

The relevance of the article consists in the analysis of modern preschool education for children with cerebral palsy. The article describes the mental and physical characteristics of children with cerebral palsy of preschool age, which indicate special educational needs and the need for special correctional and developmental work. The provisions on the psychodiagnostics of children with cerebral palsy are given; the principles for drawing up an individual educational route are shown. On the basis of materials of Russian studies and recommendations, the variants of educational programs that are prescribed for children with disorders of the musculoskeletal system of various severity are presented. The article also contains material on the international experience for organization of preschool education for children with cerebral palsy. Using the example of Polish preschool education, an approach is shown that includes general and special technologies and directions for teaching children. On the basis of the regulations on education in the United States, the organizational and pedagogical conditions for preschool children with cerebral palsy are shown. The author of the article considers individual educational plans that regulate the upbringing and education of children with special educational needs. The article presents a North American study that found a correlation between the mobility of children and their socialization. The results of this study and practical recommendations are presented: the overall social activity of a child in a group depends on his/her motor abilities and the development of interaction (as communication skills and interaction with other children). In conclusion, based on a comparative analysis, the similarity of the scientific positions in Russia and other countries regarding the content of preschool education for children with cerebral palsy is shown. The role of preschool institutions in the development and socialization of children with cerebral palsy has been substantiated.

This paper presents the results of the national research dedicated to the comprehensive study of the developing environment in early childhood educational organizations of the Republic of Uzbekistan. It also reveals the main directions of its study in the context of the conceptual ideas of the Public Curriculum of the Republic of Uzbekistan, identifies factors that can improve the quality of design of developing environment in early childhood educational organizations.

The purpose of the study was to analyze key indicators for assessing the quality of the developing of environment in early childhood organizations in Uzbekistan in the context of modernization of the early childhood education system of the Republic of Uzbekistan.

The main method of research is a comparative analysis of existing approaches to the design of the developing of environment of early childhood organizations in Uzbekistan. The subject of the analysis is a phenomenon of the environment, assessing the understanding of its significance and content for the development of early childhood and preschool children, and identifying key factors that determine its quality.

The results of the study contain a systematic analysis of the quality of the developing of environment of early childhood organizations in Uzbekistan, identify trends in changes in the understanding of the environment as a condition and means of development of children before school, and identify key parameters of the quality of the environment, consistent with cultural and historical values, national and regional traditions, features due to nature, climate, and the specifics of industrial life of the area.

The research makes it possible to identify existing practices in the design of development of the environment in early childhood educational organizations, to propose an artistic and aesthetic approach to the design and filling of the early childhood organization’s space, and to understand the characteristics of the development of the environment in regard of the national preschool education system, as well as identify its innovative trends.

This paper reports on an interview study with directors of Head Start and child care programs who are collaborating with local education authorities to provide publicly funded preschool in New Jersey, USA. A standardized interview protocol was utilized with 98 directors chosen to represent a range of center types from across the three main regions of the state. Interviews were conducted over the phone. The study examined the kinds of preparation that these directors received for their work as program leaders, the areas that these directors identified as strengths and weaknesses, and the kinds of professional development that they perceived as necessary to perform their jobs well. Results indicate that given the wide range of qualifications and work experiences among directors in this mixed service delivery system, targeted professional development focusing on both administration and early childhood content is needed. These findings suggest that policy makers and administrators of preschool programs should conduct needs assessments of their preschool directors and school leaders to ensure that professional development opportunities address different levels of experience and expertise appropriate for leaders working in these systems. Because of the complexity of leading programs with mixed sources of funding and policy mandates, it is also suggested that competencies be articulated for preschool leaders and that institutions of higher education develop early childhood leadership preparation programs.

This paper reports on an interview study with directors of Head Start and child care programs who are collaborating with local education authorities to provide publicly funded preschool in New Jersey, USA. A standardized interview protocol was utilized with 98 directors chosen to represent a range of center types from across the three main regions of the state. Interviews were conducted over the phone. The study examined the kinds of preparation that these directors received for their work as program leaders, the areas that these directors identified as strengths and weaknesses, and the kinds of professional development that they perceived as necessary to perform their jobs well. Results indicate that given the wide range of qualifications and work experiences among directors in this mixed service delivery system, targeted professional development focusing on both administration and early childhood content is needed. These findings suggest that policy makers and administrators of preschool programs should conduct needs assessments of their preschool directors and school leaders to ensure that professional development opportunities address different levels of experience and expertise appropriate for leaders working in these systems. Because of the complexity of leading programs with mixed sources of funding and policy mandates, it is also suggested that competencies be articulated for preschool leaders and that institutions of higher education develop early childhood leadership preparation programs.