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Background. As AI becomes embedded in children’s lives, from entertainment to learning, the role of content is transforming—from passive consumption to active, system-embedded dialogue.

Methods. This article draws from content development experience at Mako Kids and research-led design at KidsAI. It integrates global studies, co-design fieldwork, and expert interviews to analyze how children interpret AI tools and how design influences developmental outcomes.

Results. Findings show that children anthropomorphize AI agents and that system behavior often teaches unintended lessons. Core principles of quality content—including age-appropriateness, holistic thinking, inclusion, safety, play-based learning, and cultural relevance—remain essential in AI-driven environments. Structured prompts, ethical voice design, and scaffolded interactions are key design features in KidsAI’s work, including the development of Olly, KidsAI’s assistant for kids.

Conclusions. Content must now function as ethical infrastructure in sociotechnical systems. Designers must avoid emotional simulation and focus on supporting autonomy, reflection, and cognitive safety. AI should guide—not mimic—human relationships, with clarity and respect.

The relevance of the subject of the article. Recently, the question of the relationship between creative development and artistic and aesthetic education has become relevant. Although the issues of the artistic and aesthetic development of preschool children were elaborated in the Soviet period, researchers continue to talk about a decrease in the creative activity of modern children. The article offers one of the ways to develop children’s creativity, based on the interaction of the family and the kindergarten.

Description of the research progress. The concepts of interaction between a child and a significant adult, the unity of communication and activity, and the provisions of the dialogical approach on the equal mutual influence of the subjects of dialogue were combined at the theoretical level. These provisions formed the basis of a predictive model of pedagogical support for child-adult interaction in the process of artistic creativity, constructed by the author. It made possible to identify its components and stages of the content block.

Research results. As a result of the study, a predictive model of pedagogical support for child-adult interaction in the process of artistic creation was designed.

Conclusion. The development of creative activity in interaction with the parent will be most effective in preschool childhood. Motivation for joint activities with the parent is extremely important for the child, especially when the child receives a positive experience of creativity, and the senior preschool age is sensitive for the formation of an attitude towards creativity and towards oneself as a creative person. To smooth and harmonize child-adult interaction in creative activity, it is reasonable to use pedagogical support for child-adult interaction.

The relevance of research. The article presents the results of the development of the Draft Concept for the Development of Preschool Education until 2030. The characteristics of the theoretical foundations, the key problems of the current situation are given, on the basis of which the goals, objectives, principles and mechanisms for implementing the main provisions of the Concept are determined.

Organization of the study. The purpose of the study was to determine the theoretical and methodological foundations for the formation of a strategy for the development of preschool education in the Russian Federation and to develop the Concept for the Development of Preschool Education until 2030 as a document reflecting the policy in the field of preschool education in the Russian Federation. In the course of the study, the current state and problems of the domestic preschool education system were analyzed, the aim and key tasks were determined, on the basis of which, in turn, the mechanisms, stages and activities to achieve the stated prospects were specified.

Research results. As a result of the study, the proposed Draft Concept for the Development of Preschool Education until 2030 includes 4 areas of its implementation improving the regulatory and organizational and methodological support of the pre-school system; improving the availability and quality of pre-school education; development of material and technical support and infrastructure of pre-school education. Each of the designated areas includes a set of ongoing activities that already have an active status at the moment (implementation stage 2023-2025), as well as assuming a promising solution at the stage 2025-2030.

Conclusions. The Draft Concept defines priority areas and key growth points for the domestic preschool education system. The proposed Draft Concept for the development of preschool education is the basis for developing a regional agenda for the development of preschool education in the constituent entities of the Russian Federation, designing programs for the development of preschool educational organizations, professional educational organizations, organizations of additional professional education that train teachers for the preschool education system.

The relevance of the subject of the article. Preschool educational organizations are actively implementing various electronic learning tools – laptops, interactive whiteboards, digital laboratories, 3D pens and much more. The use of these tools to enrich the educational activity of the child and increase the diversity of his independent activity is an important task of modern preschool education. The research of the attitude of teachers to the use of technical devices in working with children is an urgent problem, the study of which will reveal the features of the use of electronic learning tools by educators.

The aim of the study: to identify the attitude of educators to the use of electronic learning tools in the educational activities of preschoolers.

Methodology: individual structured interview.

Description of the research progress. The sample consisted of 50 teachers of preschool educational organizations in Ivanovo. Teachers were asked to answer a number of questions on the use of electronic devices in their professional activities. The statements showing the respondent’s attitude to the use of technology in working with children, the opportunities for the development of the child that the teacher sees in the use of modern technology, the problems and difficulties encountered in the process of using electronic devices were carefully studied.

Research results. Educators actively use technical devices in working with children. Most often, technical devices are used by teachers to increase the visibility of classes, as well as a surprise moment to attract the attention of children. Most of the interviewed educators would not like to use technical devices in every exercise. They explain this by the fact that it is more important for a preschooler to gain experience of live communication, subject activity and independent work with various materials. Among the main problems of teachers in working with technical devices, one can single out the unavailability or malfunction of electronic means, as well as the lack of consumables and the difficulty of mastering computer programs.

Conclusion. The main problem in the attitude of teachers to modern technical devices is the contradiction between the wide opportunities for conducting classes that technology gives to the educator, and the possible harm to the health and development of the child. Teachers regard electronic learning tools as a resource for additional audiovisual support of classes and do not see the potential of technical devices to enrich children’s independent activities in the classroom and in the play. Using technical devices in working with children, teachers proceed from the leading position of an adult and define the lesson as the leading organizational form of work with preschoolers.

The relevance of the article’s topic. Planning the educational activities of preschoolers is one of the most important and complex areas of work for a kindergarten teacher. The lack of methodological recommendations and a unified form for writing a plan lead to a formal attitude to planning interaction with children and implementing an educational program without taking into account the individual interests and needs of preschoolers.

The aim of the study. The work is aimed at studying the features of planning educational work with children as one of the most difficult areas of the educator’s work, studying the influence of a new form of planning “Lotus-Plan” on the organization of educational activities of a teacher and a child as a technology of targeted planning.

Description of the research progress. The specifics of the professional activity of the educator are considered, in which the main directions of the teacher’s work are highlighted. Based on the survey data of 133 educators in the Ivanovo region, the areas of work that cause the greatest difficulties for teachers are identified. Planning and writing a plan for educational work with children is considered as the most difficult and requires modern solutions to increase the interest of teachers in applying a targeted approach to planning for successful interaction with preschoolers. As a solution to the problem, it is proposed to design educational activities according to the “Blossoming Lotus” method and draw up a lotus plan for a thematic week or an educational project. The experience of introducing a new form of planning on the basis of kindergarten No. 48 of the city of Kineshma, Ivanovo region, is described.

The results of the study. As a practical tool, the article contains a description of the techniques of drawing up a lotus plan, and gives the main directions that can be used as guidelines for planning. The results of the implementation of the lotus plan in the kindergarten of the Ivanovo region are described.

Conclusion. Materials on the study of the attitude of educators to various areas of professional activity are of interest for further analysis. The data on the introduction of a new form of planning in kindergarten allow us to conclude that the drawing up of a lotus plan has a positive impact on the organization of educational work with children and requires more detailed study in the context of the technology of targeted planning of the educational process. The descriptions and illustrations of the completed lotus plans can be used in the work of preschool educators as practical recommendations for organizing educational activities within the framework of using the project method or in organizing thematic weeks.

The relevance of the article’s topic. In modern education, more and more attention is paid to meta-subject results, such as well-being, socio-emotional development, agency (independence and initiative), etc. The article discusses the growing importance of one of these meta-subject results of preschool education - children’s independence, provides examples of changes in international discourse, recognition of the importance of well-being, social-emotional skills, autonomy and agency (independence and initiative). In addition, modern studies of environmental factors (family and educational conditions) of the formation of independence are described. The problem of the uncertainty of the terms used and the need for their further definition is posed.

The aim of the study was to identify and describe the practices of developing independence in preschool educational institutions in Moscow and Krasnoyarsk and to describe the image of independence that is realized in these practices.

Description of the research progress. As part of the work, a qualitative study and 14 thematic interviews with leaders and teachers of preschool educational organizations in two million-plus cities of the Russian Federation were conducted. To develop the interview guide, materials provided by teachers working in line with Montessori ideas were used. The aim of the study was to identify the attitude of teachers to new guidelines for the development of preschool education, as well as their ideas about the possibility of developing the independence of pupils and success in this activity.

The results of the study. The analysis of teachers’ answers showed that independence should be considered in three areas – everyday life, play and productive activity. Manifestations of independence may be different. Independence is associated with the child’s interest in the activities he performs, much attention is paid to the child’s ability to complete t the job he started, which in the broader context of independence seems controversial.

The most difficult for teachers was the description of the practices of developing independence adopted in their kindergarten: teachers either found it difficult to describe them clearly, or, on the contrary, called all children’s activities. It was practically impossible to identify signs of success of pedagogical efforts to develop independence.

Conclusion. The data obtained indicate a general positive attitude to the need for the development of children’s independence, however, they also indicate difficulties in implementing this task. Thus, it was found that teachers see an obstacle in the development of independence in the insecurity of providing preschool children with freedom of action. In addition, it can be argued that the construct “independence” does not have a clear definition, and teachers’ ideas reflect this uncertainty. We have also revealed the absence of recognized, accepted methods of developing independence, teachers find it difficult to evaluate their work, to make judgments about the effectiveness of one or another activity aimed at increasing the level of independence.

Relevance of the article. Today, the questions of educational content are very acute for a number of reasons. The main reason is the gap between the technical capabilities of the education system and the fact that the main educational content is managed by the cultural system. Understanding education as the assimilation of cultural norms, we realize the importance of not only free access to cultural content, but also the need to present cultural content in an accessible way for the education system. Today this is not the case and a lot of work is required to overcome the identified gaps.

The aim of the article is to present the experience of building interaction between the head library (an institution of the cultural system) and preschool institutions (an institution of the education system) of the Republic of Sakha (Yakutia).

Description of the study. This collaboration is dictated by the generic functions of the national library – collection, storage, organization of wide use by society and preservation of the entire documentary heritage of the region for transmission to future generations. Currently, libraries are actively developing electronic funds, the purpose of which is to provide remote access to electronic content, expand and develop of library information services in an electronic environment. Agreements have been concluded between the library and the preschool educational institution of the Republic, which allow each kindergarten visitor, starting from teaching staff, and ending with parents, to use the library’s resources. Thus, the library opens up a reading space for the kindergarten, and a kindergarten for the library.

The results of the study. To fix the pedagogical thought of Yakutia, the library has formed national collections of teaching aids, board games and cartoons created by kindergarten staff, both in traditional and electronic form. In turn, the library offers its educational resources for kindergartens.

Conclusion. Cooperation is proposed for distribution throughout the territory of the Russian Federation.

The relevance of the topic of the article. Creating conditions for the harmonious and versatile development of children in all educational areas of the federal state educational standard of preschool education is one of the most difficult tasks in the work of an educator, since in the practice of kindergartens a differentiated approach is often used to organize the activities of a preschooler within one educational area. The project method is increasingly used as a means of integrating educational areas in the interaction of a teacher and a child.

The aim of the study. The work is aimed at studying the features of the application of the project method for organizing the educational activities of preschoolers and revealing the technology of the project method as a means to improve the quality of interaction between the teacher and children based on the unification of participants in the educational process around a common topic.

Description of the research progress. The project method is considered in the context of John Dewey’s ideas of educational transformation and instrumental pedagogy. Particular attention is paid to the history of the origin of the project method and its connection with the philosophy of pragmatism. A parallel is drawn between the socio-economic factors that led to changes in the approaches and methods of teaching children at the beginning of the last century, and modern challenges associated with the influence of information technology on communication between adults and children. The classification of projects for preschool age is given, the stages of project activity implementation are described, a detailed list of thematic areas for educational projects of preschool groups is given.

The results of the study. As a practical tool, the article describes a set of projects aimed at introducing children to the history of the Great Patriotic War. The complex includes four educational projects of a cognitive, artistic and aesthetic orientation, compiled for each age group of a preschool organization. Revealing the content of the projects, their main tasks are formulated, the forms of the teacher’s work and the types of children’s activities through which the tasks set will be solved. Each project provides for a starting event of a problematic nature, which will serve as a reason for the beginning of joint research and creative activities of the teacher and children.

Conclusion. Materials on the history of the emergence of the project method in pedagogy allow us to draw parallels with our time and highlight the problems of modern preschool education, the solution of which can be facilitated by the use of this pedagogical technology. The project method can be used as a means of integrating educational areas and organizing cooperation between the teacher and children in the process of communication and joint activities on the topic. The problematic approach underlying the project method is an actual tool for developing the ability of preschoolers to set a goal for future activities, to put forward hypotheses, to seek and find means to solve the problem. The given descriptions of the Victory Day projects can be used in the work of preschool educators as practical recommendations for organizing educational activities within the framework of using the project method.

The relevance of the topic of the article. Modern parents of preschoolers are active participants in the educational process. Their satisfaction is an important criterion for assessing the quality of education. Studying their opinion is an effective tool for systematic improving the quality of preschool educational institutions.

The aim of the study. Identification and description of the reasons for the dissatisfaction of parents of Moscow preschool institutions. Methodology: thematic semi-structured interviews.

Description of the research progress. The sample consisted of 20 mothers of children aged 3 to 7 attending kindergartens of various types and forms of institutions in Moscow. Parents were asked to tell about the choice of kindergarten, subject-spatial environment, daily routine, supervision and care of children, interaction between teachers, children and parents, types of activity, development of speech, thinking and educational program. The spontaneously mentioned causes of dissatisfaction were thoroughly investigated. The thematic framework for the questions was the ECERS international scale and works devoted to identifying the correlation of parental involvement and their level of satisfaction.

Research results. Among the main groups of reasons for dissatisfaction with preschool educational institutions, “interaction” is leading by a wide margin, implying the quality of interaction between children, educators, administration, and parents. It is the reasons for the “interaction” group that become the critical point for transferring children to another preschool. Among the main complaints are: the individuality of the child is not taken into account; tough discipline; strict, rude, unprofessional educators; the authoritarian position of the head towards parents; poor quality of feedback; relationships with peers. The group “types of children’s activity” has the potential to become as significant as “interaction”: when choosing a kindergarten, parents pay attention to the presence and variety of circles, in the private sector they are ready to take their child further for the sake of quality classes. Parents are rather satisfied with supervision, care, compliance with the temperature regime, the subject-spatial environment. The group “development of speech and literacy” stands apart: parents do not mention this topic. They are either poorly informed about the kindergarten program, or consider this aspect unimportant.

Conclusion. Satisfaction of parents as active participants in educational process is one of the important criteria for assessing the quality of preschool education, and dissatisfaction is a marker for the necessary improvements. If the administration and teachers, when assessing the quality, evaluate the group and the kindergarten as a whole, that the comfort and emotional well-being of their own child is important to parents. This means that the individual approach and personal development are at the forefront. The main attention should be paid to the quality of interaction between children, parents and the kindergarten staff and to the quality and variety of types of children’s activity. These studies of the causes of parental dissatisfaction can be useful for heads of preschool educational institutions of various forms of ownership to improve the quality of services provided and develop a marketing strategy.

The relevance of the topic of the article. Each period has its own significance for the upbringing, socialization and education of the future of the nation - children, but preschool education occupies a special place. It sets the stage for building ideas, relationships, and competencies. The development of connected speech during this period is a priority in the work of a preschool teacher who is looking for working methods that are adequate to the modern development of technologies.

The aim of the research. Preschool education is associated with one of the most sensitive periods for children – preschool age, therefore, it involves a system of methods, forms and means of implementing modern educational content, taking into account the characteristics and nature of pedagogical interaction.

Description of the research progress. The presented educational software products “Grandfather and Turnip”, “Kolobok” and fairy tales of the Cunning Peter are an attempt to answer the need to find forms of work for the development of connected speech in children.

The results of the study. “Grandfather and Turnip”, “Kolobok” and fairy tales about the Cunning Peter provide learning objectives in all educational areas: Coherent speech, Vocabulary, Grammatically correct speech, Sound culture, Perception of a literary work, Reproduction of a literary work. It is impossible to present the possibilities for each of them in this text. Attention will be focused on the main aspects of Connected speech and the perception of a literary work, without claiming to be complete.

Conclusion. The educational software products “Grandfather and Turnip”, “Kolobok”, “Cunning Peter”, presented in this article, contribute to the implementation of modern requirements in the direction of the way of conducting the main form of pedagogical interaction - situation, namely, to take place in a playful form, i.e. play should not be an element, but should be fully integrated into the educational process. They are also suitable for additional forms of interaction that are organized according with the needs and interests of children during extracurricular time. In both cases, they contribute to the formation of competencies. The capabilities of software products are not limited to the presented technological solutions. Their use is a matter of creative search and digital competence of children’s teachers.

Relevance. In the modern world more researchers and practitioners from different fields are preoccupied with the changing the shape of a child in society: a child is not an object of pedagogical influence, but a subject whose opinion is valuable and should be taken into account when making decisions that directly concern him. The possibility for children to be heard at preschool age is an important basis for the development of civic competencies that do not appear by themselves at an older age. At the same time, the researchers also note that there is a gap between the recognition of the value of child and real practice. The possibility not only to hear the voices of young children, but also to make them visible and significant in society, to offer children the means of expressing their opinions is a methodological challenge for researchers and practitioners of preschool education, which requires special competencies.

The aim of the study is to analyze modern studies and projects devoted to the professional competencies of a teacher and the conditions accompanying their development necessary for the implementation of the principle of participation in educational practice.

Description of the research progress. 19 studies and projects were analyzed from the point of view of the possibilities and limitations of the implementation of the principle of participation in educational practice. Two key aspects were identified: the possibilities and limitations of the implementation of the principle of participation in educational practice, which include teachers’ ideas about participation and the influence of the broader context of the community and organizational culture, and professional competencies of teachers necessary for support their participation in kindergarten and primary school, and approaches to their development.

The results of the study. In the article the problem of implementing the principle of participation is considered not only in the context of the structure of a separate preschool group, but also in the organizational culture of the kindergarten as a whole. The authors conclude that it is necessary to reflect on the ideas of participation in order to create conditions for its support in kindergarten, as well as the need for a comprehensive study of factors related to the organizational culture of the kindergarten, which can influence the development of participatory practices. Based on the analysis, two groups of pedagogical competencies were identified: general competencies necessary to create basic conditions for participation, and more specific competencies necessary to empower children’s opportunities to influence decision-making.

Conclusion. The article formulates recommendations for training preschool teachers and kindergarten teams.

This paper reports on a case study which explores the co-creation of a zone of proximal development (ZPD) in a mathematics teaching-learning activity in a Norwegian kindergarten. To capture the complexity of teaching and learning mathematics in kindergarten the study uses qualitative methods within an interpretative paradigm. The findings illustrate how a five-year-old girl and a kindergarten teacher co-create a ZPD by expanding each other’s action possibilities, and how the co-creation is fundamentally based on mutual trust and responsibility. The results give insights into how mathematical learning possibilities may be promoted in kindergarten. The study illustrates the importance of being receptive to children’s contributions and, above all, to trust children’s abilities to take responsibility for moving mathematical teaching-learning activities forward.

The article analyzes articles on the development of creative thinking of preschool children. Conducted categorization allowed to formulate five modern approaches, which are the most common among researchers and teachers: work through art, educational environment, creativity training, problem solving, children’s narratives.

The author emphasizes that: a) when working with objects of the aesthetic cycle for the development of creative thinking, it is important to pay attention not so much to the beauty of the product, but to the quality of interaction with the teacher, the ability to act on children’s own ideas and the availability of materials, providing children with independence in making decisions about how and what to do most of the day; b) when organizing the educational environment, it is necessary to focus on dialogue and discussion practices, open tasks, the personal significance of the proposed activity for the child, a soft schedule with long periods when the child can be immersed in one lesson, professional freedom of the teacher; c) integration of problem situations that require experimental activities and the development of “science-based” ways to answer controversial questions is an effective way to stimulate curiosity in preschool age.

In this paper the author explores how our ideas about early learning have developed over time and proposes a new view of pedagogy, that is not based on the traditional Model of Deprivation, but outlines a new model which goes beyond deprivation. The new model proposes that the child is not deprived of culture, rather the child is deprived of opportunities for creating culture and dealing with culture. In this new perspective the child is not viewed as passive but active. The aim of schools should be to provide an “enabling culture” in which the child is involved in reinventing, refurbishing and refreshing the culture. The paper also identifies and explores

3 antinomies which have emerged as ideas about early learning developed;

• the ‘individual realisation’ versus the ‘culture serving’ antinomy

• the ‘talent centred’ versus the ‘tool centred’ antinomy

• the ‘particularism‘ versus the ‘universalism’ antinomy.

It is argued that an exploration of these 3 antinomies can provide a useful basis for thinking about what we have learned about early learning and where we are moving in current development.

The conclusion of this paper is that children from the start must be accepted as members and as participants in the culture and be given the opportunity to make and remake the culture in each generation. The case is made that we should stop thinking about deprivation of children and start thinking about participation of children.

Relevance (context) of the article. Various media products are becoming an integral part of modern childhood, transmitting cultural patterns, moral norms, values and knowledge to the child. A cartoon, as a popular form of art, can have a high developmental potential for children and form their prosocial behavior. Considering how much a modern child watches various media products, it is extremely important to understand how and under what conditions a cartoon can become a means of child development.

The aim of the study. Consideration of the mechanisms of influence of the cartoon on the child, as well as conditions for enhancing the developmental potential of media products. In accordance with the aim, the tasks were set to develop a form of work with children “Children’s Cinema Evening “, as well as to test its effectiveness with the help of a formative experiment.

Description of the research progress. Based on the analysis of research in the field of media influence on a child, we have described the mechanisms of this influence, and also developed principles that allow us to enhance the developing potential of a cartoon. They consist in: matching the content to the age characteristics of the child, demonstrating prosocial behavior by characters on the screen, active participation of an adult in viewing, and consolidating the experience gained in practice through games and exercises. Based on these scientific data, we have developed the aims, objectives, structure and organization of the “Children’s Cinema Evening “, in which the cartoon acts as a means of children’s development. The effectiveness of the Cinema Evening for the formation of prosocial behavior was confirmed by a formative experiment, which was conducted on the basis of the private kindergarten “Interesting Kindergarten” in two stages. The study involved 39 children aged 5-6 years. The experimental group included 20 children aged 5-6 who attended a Children’s Cinema Evening 2 times a month in small groups for six months in the 2019/2020 academic year. The control group included 19 children aged 5-6 years.

Research methods used: “Map of observations on the manifestations of communicative abilities in preschool children” (Shchetinina A.M.), “Unfinished Stories”, “Pictures” (E.O. Smirnova, V.M. Kholmogorova).

Research results. The results of the formative experiment showed that the active participation of an adult in watching a cartoon by children on the basis of the principles we have outlined within the framework of the Children’s Cinema Evening forms prosocial behavior in senior preschool children (development of empathy and goodwill, formation of prosocial attitudes and reduction of aggression in a conflict situation).

Conclusions. “Children’s Cinema Evening” as a modern form of work with children using media technologies, allows you to effectively use the developing potential of a cartoon for the formation of prosocial behavior in senior preschoolers.

The article presents the results of a study on the integration of children’s reading and playing practices implemented within the framework of the Federal innovation platform – kindergarten No. 8 of the Central District of St. Petersburg on the topic “Designing Practices for the Education of Preschool Children in a Changing Sociocultural Situation”.

The aim of the study was to study the possibilities of enriching the practice of subject-role play of children in various age groups (3-7,5 years) as a result of testing the technology of productive reading when children get acquainted with the modern world bestseller of children’s literature, J. Donaldson “Snail and Whale”. It was found that the technology of productive reading has a high developing potential both for organizing children’s perception of the book and understanding its meaning, and for the natural display read in the conditions of play activity. The monitoring and quality analysis of playing activity of children 3-7,5 years revealed that the implementation of the technology of productive reading with preschool children allows, on the one hand, to consider the game as a way of interpreting literary works and on the other hand, to support the game based on the read.

The obtained results show that the implementation of the research plan contributed to the fact that the development indicators of the children’s game begin to approach the normative in the situation of the “zone of proximal development” and the further accumulation of play practice will contribute to the achievement of the normative indicators of the role-playing game in the “zone of the actual development of children”. It is also important that the reliance on the content and structure of the literary text allows the teacher to feel more confident in situations of play interaction with children, as an adult and a child interact in a single story context.