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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 article focuses on tendencies of development of children of the preschool age connected with features of modern socialization. Today, the process of entering a child’s culture has a number of specific features. The boundaries between childhood and adulthood are blurred, the child’s position in relation to the adult world is changing, the adult ceases to be a unique bearer of culture, the effectiveness of traditional practices of upbringing and learning becomes ambiguous, and the intensity of the child’s communication with adults and with other children is reduced. One of the reasons for these changes is the rapid integration of digital technology into a child’s daily life. The Internet, computer, tablet, smartphone and other gadgets, which preschoolers often know better than their parents, become not only a toy, but also a means of socialization. The term “digital socialization” is used to define and describe the new facet of a child’s socialization. It is characterized by children’s use of high-tech arsenal of digital devices, the duration of the online status of a child, increasing risks associated with the online environment, an increase in the technical literacy of children compared to their parents, a decrease in the universality of the adult figure and his or her role in relations between parent and child, etc.

The author focuses on the issue of cognitive development in the process of environmental education as a means of socialization for 5-6 year-old children, and explores the modern pedagogical approach to the issue of child socialization, proving its necessity for human development at every age. The paper reveals the potentialities of the system of environmental education in the cognitive and social development of 5-6 year-olds in light of Lev Vygotsky’s cultural-historical theory, and presents concrete models for working with preschool children within the framework of the traditional Young Ecologist Programme, aimed at helping children in their indicative-symbolic and research activities. The possibility of including the family in the process of educational and social development of preschoolers is outlined in the paper.

The article reveals organizational issues of introducing the preschool education FSES in kindergartens based on its three main core/innovative objectives: positive socialization, development individualization, support of children’s initiative. The author stresses the particular type of the Standard which is associated with support for childhood diversity, the need to pursue common strategic activities in the present day pre-school educational system while reinforcing the diversity principle. The author provides examples of activities that should be planned and implemented to ensure the introduction of the preschool education Federal State Educational Standards in kindergartens: to create a government and state-controlled system of kindergarten management; to streamline state and public management in preschools; to study main regulations on the Federal Educational Standards introduction in pre-school education; to study manuals and aids on organizing joint partnership activities between adults and preschool children; to organize and attend model lessons with preschool children; to create a system of staff development at the kindergarten level; to analyze the developing object-spatial environment in preschool education and see if it corresponds to the development of initiatives in children; to collaborate with kindergarten staff in selecting, analyzing and evaluating partial programs; to study the needs and interests of preschoolers’ parents; to monitor social studies; to plan the content and ways of monitoring the preschool Federal State Education Standard implementation in kindergartens.

Professional development is a continuous process. To achieve their goals teachers choose different universities and courses. Few teachers can identify their workplace as a base for continuous training. At the same time properly organized group activities and training of teachers in the workplace are the most effective way of training and professional development. However, non-obviousness of this fact in the implementation of new programs in pre-school educational institutions often generates strong resistance of workers. The main task of the administration and educational psychologists is to overcome it. This article addresses the problems arising in the implementation of innovative programs for socialization of preschoolers and describes the ways of overcoming them in order to improve the qualification of teachers in the workplace.