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The relevance of the topic of the article is due to the importance of the development of figurative-plastic creativity as the most optimal for the development of productive imagination – the basis of any creative process. At the same time, figurative-plastic creativity, which develops among preschoolers on the basis of teaching children the language of movements, contributes to the development of non-verbal communication in preschoolers. The proposed methodology in practical work with preschoolers allows to solve a wide range of problems: cognitive, communicative, creative.

The article is aimed at showing how children of 5–6 years can develop figurative-plastic creativity on the basis of teaching them the language of expressive movements, started from the younger group; to formulate psychological and pedagogical conditions for its development in preschoolers aged 5–6 years.

Description of the research progress. Based on the explanation of the age-related features of the mental development of children aged 5–6 years, the possibilities of solving more complex tasks than in the younger and middle preschool age, the development of creative “composing” and performing in the embodiment of images of diverse characters and their relationships in plot situations are shown. The peculiarities of the methodology are revealed – in two main directions of development of creativity. In the development of figurative-plastic interaction, emphasis is placed on the development of ways to convey communication and relationships of three characters in a single plot situation; the development of paired figurative-plastic interaction continues with the development of more complex ways of transmitting stage illusion by partners-peers. In the development of the ability to figurative transformation, ways of detailing the image are mastered – with the image of the continuous process of its modification, development, with the installation of a complex transmission in figurative movements (“whole body”) of the features of a particular character: his/her emotions, characteristic plasticity, relationships with other characters of the plot.

Research results. The article shows the results of the development of figurative-plastic creativity in children aged 5–6 years: the images of characters are embodied through both movements-complexes and coherent sequences of movements that are connected in meaning, conveying a change in the reactions and emotions of the characters in the course of their interaction with other characters of the plot; creative performance is increasingly manifested as arbitrary expressive movements that convey the feelings and relationships of the characters based on each of the actors holding a “dual position”, thanks to which the child performs the role without straying to imitate peers.

Conclusion. The results obtained indicate both the effectiveness of the methodology of its development in children aged 5–6 years, its compliance with the age capabilities of children, and its theoretical and methodological validity.

This paper features the results of theoretical research of the problem of education and development of a preschooler as a behaving actor in a preschool educational organization, conducted by the Early Childhood Education Department of the Institute for Childhood of the A.I. Herzen State Pedagogical University of Russia for several decades. The purpose of this study is to define conceptual approaches to the education and development of a contemporary child as a kindergarten behaving actor.

Axiological understanding of the child as an actor capable of authorizing, entering and developing activities in accordance with its own idea, vision, image and result, as well as the ability to evaluate and change it has been applied. The basis of the research was outlined by the ideas of personality-centered and developing education, approaches of actor-oriented and non-linear construction of educational content and forms of support for preschoolers in the educational process.

The result of the study reveals the initial idea about the child as a behaving actor of a preschool age, developed by the St. Petersburg scientific school of preschool pedagogics, the provisions of the collective actor, the principles of education and development of the child as a behaving actor, the principles of updating the content of preschool education and age-correlated methods of its learning by children, the principles of personally-oriented interaction between the teacher and children, event-based, unusual and situational approaches to education. The new competence of a contemporary early childhood education teacher shall be efficiency, flexibility and variability in the organization of the personalized educational process. The conducted research allows to see the necessity of changes in early childhood education based on the changes that have occurred in the childhood over the last decade.

Introduction. The paper introduces the idea of a pedagogical project, that is going to be tested in several preschools in St. Petersburg, Russia. The significance of the project is determined by the importance of social and cultural design as one of the key methods for providing fair and positive environment for child development during the preschool period.

Methods. Methodologically the research is based on: academic, and subject approach; concept of development of a preschool child as a subject of children’s activities and behavior (T. I. Babayeva, A. G. Gogoberidze and othes); the concept of cultural and historical development of a child personality by mastery of experiences of previous generations (L.S. Vygotsky, A.N. Leontiev), provided that they interact with adults (N. F. Radionova); research data on individual behavior and activity of senior preschoolers in of St. Petersburg, obtained at the turn of the 2010s. System analysis was applied, including theoretical analysis of philosophical, psychological and pedagogical literature on the research subject, developing method of learning materials “St. Petersburg - the Territory of Childhood”, ensuring the subjective engagement the senior preschool children with design of social and cultural learning environment for their development.

Results. The results of the research contain an analysis of organizing of educational potential of the social and cultural environment in St. Petersburg for development of preschool students. Development and testing of methodological tools for studying values, interests, culture and subculture, subjective manifestations of children, methods for identifying motivation for development, assessing the potential for personal development. Approaches to design of additional cultural and artistic programs, programs for design of environment of a modern kindergarten have been determined. The characteristics of the key implementation tools of the Project, institutionally represented by the educational and methodical complex “St. Petersburg - the Territory of Childhood”, which has a culturally oriented development, is presented.

Conclusion. The study first attempted to identify the conditions under which a senior preschooler can become a designer of social and cultural learning environment for their development. The data can be used by Childhood experts to create a modern space for children culture, subculture, activities that form a unique “world of childhood” that determines a unique development of the child individual cultural experiences.