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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.

Background. Preserving the self-worth of preschool childhood, maximizing the use of age characteristics for the cognitive and personal development of a child is an extremely important task of modern psychology and pedagogy. Right now, when many parents are trying to teach their kids to read and count, starting at the age of three, or even earlier, when gadgets, the Internet and Artificial Intelligence become part of our lives, the task of finding methods and educational work that would ensure the cognitive development of preschoolers while maintaining forms specific to this age is becoming urgent.

Objective. Scientific understanding of the works of L.A. Venger, the study of the relationship of biographical events with research ideas, the identification of areas of creative potential in the current situation of the development of psychology and pedagogy.

Methods. A retrospective analysis of L.A. Venger’s biography and work in the aspects of his contribution to the development of theory and practice of preschool education.

Results. The study of L.A. Venger’s scientific heritage revealed the specifics of his understanding of the development of abilities in preschool childhood. Being a consistent advocate of cultural and historical theory and working within its framework, the scientist considered the cognitive development of preschoolers through the prism of the development of various types of general abilities. Thus, following his teacher A.V. Zaporozhets, Leonid Abramovich considered sensory abilities as perceptual actions that are acquired by a child in the process of mastering sensory standards. The development of cognitive abilities occurs through the mastery and use of visual-figurative models (diagrams, drawings, plans, etc.). The development of creative abilities occurs on the basis of mastering actions with images, while speech means are added at the older preschool age. The undoubted merit of L.A. Venger is that the mechanisms for the development of each type of ability were described in detail, not only the means were described, but the ontogenesis of the corresponding actions was revealed. Educational systems based on these mechanisms have gained recognition in the pedagogical community, and diagnostic systems in the psychological community. At the same time, the issue of developing preschoolers’ abilities at the present stage is important for further study, in the context of childhood, which often takes place with an excessive presence of gadgets, but is not saturated with games and specific productive activities of children.

Conclusions. The concept of developing abilities presented in L.A. Venger’s research contributes to solving such fundamental problems of psychology as the relationship between learning and development; preserving the self-worth of preschool childhood in conditions of adequate educational work; developing the child’s imagination and creativity. L.A. Venger’s ideas undoubtedly remain relevant, and his work is continued by his followers and students.

Background. The relevance of the article is related to the increase in the number of violations of the logic of Russian speech of senior preschool children in a multilingual environment, with the lack of development of methodological techniques for identifying these violations and correcting them in the process of familiarization with works of children’s literature in different languages.

Objectives. To demonstrate linguo-methodological techniques for analyzing presuppositions that determine the logic of speech (correctness of word order, their compatibility, sequence in a sentence), as well as techniques for determining the degree of logical connection of words in Russian texts obtained as a result of their translation by older preschool children from Tatar, English and Chinese; to develop methodological recommendations for working on the logic of children’s Russian speech in a multilingual environment.

Sample. The study (2020-2024) analyzed 333 children’s texts: in Russian — 84, in English — 82, in Tatar — 84, in Chinese — 83.

Methods. The following methods were used: linguistic and psycholinguistic methods of text analysis, identification of presupposition, determination of the degree of logical connection of words in a sentence, mathematical processing of the research results; pedagogical experiments, translation and comparative analysis of texts.

Results. The results of the study were: methodological interpretation of the features of presupposition in Russian, Tatar, English, Chinese; methodological procedures for analyzing the logic of children’s Russian speech in a multilingual environment (analysis of presupposition, degree of logical connection) in children’s Russian speech adapted to the tasks of preschool education; linguodidactic interpretation of the obtained data; methodological recommendations for working on the logic of Russian speech in a multilingual environment.

Conclusions. The study concludes that in order to form the logic of children’s Russian speech, overcome logical anomalies in it, and increase the degree of logical connection, various linguo-methodological techniques are needed to overcome the interfering (negative) influence of a second or third language on Russian speech; promising areas of pedagogical research in the context of developing multilingualism may be technologies for developing children’s speech by means of digital content.

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 changes taking place in society and culture affect the transformation of such a socio-cultural phenomenon as childhood. Obtaining current knowledge about childhood makes it possible to predict the features of the future society, the adult population of which will consist of modern children. Obtaining data on the similarities and differences of ideas about childhood in children and adults can allow us to build effective educational work with parents. This will help adults better understand children, change the educational and the pedagogical process in accordance with the needs, values, and problems of modern preschoolers. The article presents the results of a study of the peculiarities of ideas about childhood as a phenomenon in older preschool children and parents of older preschoolers and designing on this basis of an educational program for parents.

Organization of the study. The aim of the study was to develop methods and conduct a comparative analysis of children’s and parents’ ideas about childhood and to develop a program of educational activities taking into account the identified features. Diagnostic research tools included modifications of "soft" methods (S.N. Mayorova-Shcheglova): the sociographic method (drawing on a given topic "Children and their childhood", analysis of the depicted event) the collision method (analysis of the verbally presented situation) and the comic book method (inventing the child's replicas of the hero in the presented situations). In addition, an auxiliary method was used – a conversation – for the interpretation of children's drawings and a modified projective technique "Ladder".

Research results. As a result of the study, comparative data were obtained on the specifics of ideas of different generations about the phenomenon of childhood, the peculiarities of the understanding of childhood by modern children and modern parents were identified, on this basis a program of educational activities for parents was developed and tested. The program of educational activities: is focused on the development of parental competence as an integrative ability to solve the problems of development and upbringing of children, which involves the implementation of comprehensive educational work, including stimulating motivation, position formation, enrichment of ideas and the formation of practical skills; involves the organization of a system of individual support of parents, a variety of forms of work, the development of parental reflection, stimulating independence and awareness through keeping a personal diary; practice-oriented, illustrated with a large number of examples and cases from real practice; involves updating the existing experience of parents, helps everyone see points of their own growth.

Conclusions. The program of educational activities was designed on the basis of the data obtained on the specific ideas about the phenomenon of childhood of older preschoolers and parents and is focused on the problems of raising a child in a family that are relevant for modern parents and children.

Justification of the study. The relevance of the study is justified by the sensitivity of children 5-6 years old to develop an understanding of emotions. Therefore, many programs have been developed for the formation of voluntary control emotions based on the understanding of emotions. However, such programs use multidirectional means of developing an understanding of emotions. This suggests the incompleteness of using the potential of the child's understanding of emotions for the formation of voluntary control emotions in these programs.

The aim of the study. The aim is a theoretical analysis of programs that develop a child's understanding of emotions.

Methods. The method was a comparative analysis. The subject of the analysis was the objectives and content of the programs. The analysis of the objectives was carried out with respect to their functions for the formation of voluntary control emotions. The analysis of the content was carried out from the perspective of the development of the motivational component and from the perspective of the development of voluntary behavior.

Sample. Emotion understanding training programs were selected for the study. These programs are presented in peer-reviewed publications or comply with the Federal State Educational Standard. In total, 12 programs were analyzed of which 6 were partial and 6 were complex.

Results. The objectives, means, and motivational components of the analyzed programs reflect the value orientations of the program. There are value orientations aimed at developing the child's understanding of his own emotions or at developing an understanding of the emotions of others. Both presented value orientations are necessary for the formation of voluntary control emotions. The topic of understanding emotions has a wide potential for the formation of a child’s desire for voluntary control emotions through the development of non-situational personal communication. The main tools of mastering voluntary control emotions are behavioral strategies and rules of behavior.  Behavioral strategies as a means of the formation of voluntary emotion control are characterized by utilitarianism. The rules of behavior are characterized by a focus on awareness of the holistic situation. Recommendations for the formation of voluntary control emotions by developing an understanding of emotions were presented.

The relevance of the article is determined by the attention to the role of reading by the younger generation from the state, the importance of reading in the transmission of culture from generation to generation. The formation of the reading competence of a preschool child is predetermined by the tasks of developing interest in reading in the Federal Educational Program of Preschool Education; it is the result of the children's reading infrastructure created in a preschool educational organization and families. The reading competence of a child at different levels of education has been actively studied. The structure of a preschool child's reading competence, the features of its manifestation remain practically unstudied, while its formation begins precisely in preschool age.

The aim of the article is to present the results of an empirical study of the features of reading competence of preschool children in the context of the humanitarian research methodology, to characterize the phenomenon of reading competence of older preschoolers based of its working model.

Description of the research progress. At the preliminary stage of the study, the infrastructure of children's reading was created in groups of older preschool children in accordance with the provisions presented in our previous work. At the initial stage of the study, based on theoretical analysis, a working model of the reading competence of preschool children was created. A methodology was developed to study the reading competence of older preschoolers, which used participant observation and playful experimental situations. The study of reading competence was carried out in groups of children aged 5 to 6,5 years; 52 children and 4 teachers took part in the experiment. During the study, the phenomenon of reading competence of older preschool children was studied and its manifestations were recorded (based on the study of reading activity as reading-listening).

The features of the reader's competence were interpreted from the perspective of the humanitarian research methodology as a phenomenon with a number of characteristics. The description is built around the search for answers to the questions: what are the features of the manifestation of motivation for reading and listening in older preschoolers; do preschoolers have a primary orientation in the world of books, etc. When interpreting the results of the study, the manifestations of children recorded during observation and experimental situations were analyzed on the basis of the developed indicators of the manifestation of reading competence.

Conclusions. In older preschool age, internal motivation for reading is recorded, which is determined by the attitude of adults to this activity and the creation of a reading environment in groups. Older preschool children have a primary orientation in the world of books, there are preferences in choosing the content of books and favorite authors. Preferences in choosing the content of books are associated with a passion for a certain topic; favorite authors appear based on interest in 2–3 books of a particular writer. In reading-communication conditions, children freely express emotional and evaluative judgments about what they are reading or read, ask questions about what they do not understand, evaluate the actions of characters and talk about their reasons, try to formulate conclusions “for life” – about how to act, about relationships between people. The naive-realistic interpretation of the meaning of the book prevails among children, the transition to understanding the internal meanings is planned. The emergence of a new type of children's activity – reader communication is recorded.

The relevance of the article. Relevance. In today’s rapidly developing world, where sustainability and environmental awareness have become major global issues, special attention should be paid to early childhood education and the promotion of sustainable values. One of the key tools in this process is high-quality children’s media content.

Research objectives. The article examines the importance of high-quality content in children’s media to promote sustainable values and improve early childhood development. The necessity of creating high-quality content in the media for young children is discussed, high-quality content is determined and evaluated, and how it can raise awareness and cause changes in social behavior is investigated.

Research progress. The article takes a case study approach and analyzes Kozalak Preschool, an animated series created by the author of the article that models sustainable practices and encourages children to connect with nature. The series, created as part of the Increasing Quality of and Access to Early Childhood Education Services Project (ECE) in Turkey and serves as an example of how quality content can promote sustainable behavior and support early childhood development.

Conclusions. High-quality content serves as a powerful tool for promoting sustainable development and shaping a more optimistic future. Through the integration of educational elements, positive role modeling, socio-emotional learning and an emphasis on environmental awareness, children’s media can help young minds become catalysts for change. By cultivating an understanding of sustainable development and strengthening commitment to environmental protection, high-quality content in children’s media can have a long-term impact on their development and inspire them to become active defenders of our planet.

The relevance of research. The topic of education transformation is extremely relevant today, since in the last 10-20 years the approach to the role of preschool education (upbringing and education) of young children around the world has changed globally. As a result, many countries have revised approaches to preschool education, it has taken the place that this level of education deserves for the development of competitiveness of countries (Komarova, 2018). This forced the world community to reconsider its approaches to education and hold a series of congresses, conferences and symposiums dedicated to the transformation of national education systems. All the changes were the result of long-term (some were conducted since the 1960s) experiments and studies of educators and psychologists from different countries. Thus, today's transformation of the pedagogy of young children (from 0 to 8 years old) has become the result of largest scientific research (Komarova, Tishchenko, 2023). The article is devoted to the study of how the program documents changed in Russia and what studies preceded it. This is especially important today, when the program documents of the preschool education system have been radically changed three times over the past 10 years.

The purpose of the study: to present and analyze the logic of the emergence of various documents of the system of preschool education in Russia, in the creation of which great scientists were involved, what problems of preschool education and how they solved, how justified these decisions were for creating conditions for survival, upbringing and human development.

Description of the research progress. The study was based on the analysis of materials from four groups of sources. The first group consists of archival materials covering the period from 1900 to 1975, related to the activities of N.P. Sakulina and from 1908 to 2020, related to the activities of T.S. Komarova. Archival sources also include Reports of the Research Institute of Preschool Education of the Academy of Pedagogical Sciences on scientific activities prepared by T.S. Komarova as Deputy Director for Science of the Research Institute of Preschool Education for the USSR Academy of Sciences; records of T.S. Komarova about the stay of American psychologists, including Uri Bronfenbrenner at the International Psychological Congress in Moscow. The first group includes materials from meetings on the preparation of the Concept for the Development of the Preschool Education System (2022–2023) by I.I. Komarova. The second group consists of books and articles devoted to research on the history of the formation of the preschool education system in the Russian Empire, the Soviet Union and the Russian Federation. These materials were used earlier in the development of a course and a methodological manual for the State Academy of Education. The third group includes studies carried out by international research groups and international institutes on the formation of educational policy for young children (Komarova, Chabrova, 2022). This group also includes foreign dissertations devoted to the study of the Soviet experience after the publication of Bronfenbrenner's book on the Preschool Education Program in the USSR (Bronfenbrenner, 1976). The fourth group of sources is the program documents themselves, which regulate the state policy regarding preschool education and preschool education in Russia, from the middle of the 19th century to the present.

Research results. As a result of the study, material on the state of ECCE in Russia, its relationship with trends in various countries of the world was systematized. The analysis of sources allowed us to establish the continuity of different stages in the development of Russian preschool pedagogy and psychology, its orientation towards the scientific base and practical logic.

Conclusion. The world education system is changing before our eyes, and it is changing radically. The needs of these changes have been felt by most countries of the world. These changes lead to changes in educational policy, access to education, the emergence of new objects and subjects of education, the formation of a new structure of the sciences of education, pedagogy and psychology as scientific disciplines with their own assessment system, etc.

The relevance of the subject of the article. The approval and implementation of the Federal Educational Program of Preschool Education is currently a particularly relevant and significant problem for the preschool education system, since it is aimed at creating in Russia a unified educational space for the upbringing and education of children from birth to admission to a general education organization, providing equal, high-quality conditions for preschool education, regardless of the child's place of residence.

The purpose of the article. To characterize the formation and development of the idea of programming in Russian preschool education and education, to reveal the features of the Federal Educational Program of Preschool Education as a regulatory document defining the vector of development of the modern system of domestic preschool education.

Description of the research progress. The purpose of the study was to identify the formation and development of education and training programs in kindergartens, to describe the specifics of the Federal Educational Program of Preschool Education. The study analyzed the program documents defining the content of preschool education and training at different historical stages. Its structural components were characterized, the content of the target, content, organizational sections was disclosed, the extensions and clarifications introduced into the Federal Program for the first time were highlighted.

Research results. A generalized retrospective analysis of the experience of developing and implementing preschool education programs from 1918 to our days is presented, and the ways of transforming the idea of programming in preschool education are outlined. An analytical review of preschool education programs revealed a sequence of expanding the content of preschool education, the emergence of new sections in their structure, justified by a change in educational paradigms, the introduction of new approaches, achievements of science and practice. The Federal Educational Program defines the basic volume and content of preschool education that are uniform for the Russian Federation and are mastered by students in organizations that carry out educational activities according to educational programs of preschool education, allows them to realize the fundamental functions of preschool education. It was developed in accordance with the Federal Educational Standard of Preschool Education, takes into account the traditions and scientific and theoretical foundations of domestic preschool education, the experience of creating and implementing educational programs of preschool education.

Conclusion. The Federal Program is the successor to the best traditions of domestic preschool education, includes educational and methodological documentation that defines the goals, objectives, content of educational and pedagogical work with children of infant, early and preschool age in modern conditions. The Federal Program ensures the unity of the content of education in all organizations engaged in educational activities for preschool education, creates conditions for the formation of traditional Russian values in children, and preserves the possibility of developing the variability of preschool education.

The relevance of the article. The problem of ‘Paying It Forward’, or the notion that people, children and young persons, carry out acts of kindness to strangers without expecting a return or ‘being paid’ back, is so important that, without exaggeration, the future of mankind depends on it. The term “Paying it Forward“ is tentatively described as ‘the process of somebody doing something good for another without having the intention to have the favour returned or being “paid back”, but instead with the expectation that the recipients pass it on to another person’. The author tries to find answers to the question: why is it that many people who live now feel attached to, worry about, and may even consider themselves responsible for the lives of those who will come to this world several generations later?

Description of the research progress. The article attempts to investigate the phenomenon of ‘living in the now’ and how this affects this ‘paying it forward’, as it can be assumed that their concern about the wellbeing of those who may live in the future may be affected by a limited feeling of being connected with times to come and are more concerned about responding to their needs in the hic et nunc. The trend that pushes children towards living more and more in the present is fueled by numerous processes, the most significant of which is the reduction in the amount of time children devote to leisure and hobbies and the expectation of almost immediate satisfaction of their needs. The author examines the gap between the past, present and future and how this affects the attitude of young men and women to improve the lives of future generations.

Conclusions. The urge to feel connected to or la sense of longing for what went before serves many purposes; it provides identity, pride, certainty, meaning and even repose, recuperation, and healing. It is also for these reasons that rescuing cultural heritage a high priority after conflicts or natural disasters. This raises the question: how well prepared are the younger generation to participate in activities that will benefit those who come after them?

The relevance of the subject of the article. There is no single approach to the concept of creativity, and no clear understanding and criteria how to distinguish creative activity from non-creative one. The relevance of the problem lies in identifying and resolving the contradictions of numerous approaches and theories that interpret the phenomenon of creativity, including children’s. This will allow teachers to consciously and purposefully develop creativity in children’s activities.

Description of the research progress. The research is focused on the studies of pedagogy and psychology. The article systematizes the scientific concepts of creativity, gives an overview of modern models of children’s creativity, analyses domestic and Western theories and the philosophical foundations of the phenomenon. Features of creativity in preschool age are identified, the prerequisites and conditions for its development are carried out.

Research results. As a result of the study, approaches and theories to the phenomenon of creativity, including children’s creativity, were systematized. The features of creativity in senior preschool age are revealed, the methodological foundations for studying children’s creativity are determined.

Conclusion. Researchers consider creativity as a product, process (activity), personality characteristic and as a social phenomenon, which is based on innate abilities and social environment. If it is impossible to change the culture the child grows in and innate abilities, we can influence the social environment and build a creative experience for the child, constructing special conditions for its support and development

The relevance of the subject of the article. The article is devoted to the communication of children with speech disorders in an inclusive kindergarten. Staying in the environment of healthy children has a positive effect on socialization and the formation of communication skills in preschoolers with disabilities. But meanwhile, there may be a contradiction between the social conditions of preschool inclusion and the real opportunities for communication in some children. These contradictions affect children with speech disorders. These children, due to speech pathology, are not capable of full communication. Therefore, the problem of communication and socialization in preschoolers with speech disorders should be solved.

Description of the research progress. Studies on age periodization, according to which communication develops between preschoolers who do not have speech pathologies, are analyzed. The author of the article refers to the brain organization of speech and shows its systemic nature from the point of view of the participation of different brain areas. As a theoretical basis, two classifications of speech disorders are given in the article, with the help of which speech pathologies in childhood are studied; in the future, in accordance with this classification, according to the form of speech pathology, work is carried out to eliminate speech defects. The article has an interdisciplinary character and integrates psychology, pedagogy and speech therapy.

Research results. The work on speech correction begins with the diagnostic stage. Diagnostic examination, which establishes the state of active and passive speech in a child, is based on the position on the systemic structure of speech functions. The article shows that speech has a systemic structure – from elementary to the most complex forms. Speech therapy classes have different aims and structure, depending on the correctional focus on a particular speech defect. In addition to speech therapy classes, recommendations are given on the development of etiquette speech and on the formation of communication skills within the framework of a role-playing game and theatricalization.

Conclusion. Working in a kindergarten to restore speech reduces the “risk zone” for socialization. With sufficient communication, children acquire the possibility of full inclusion in the peer environment.

The relevance of the subject of the article. The topic of the transformation of education today is extremely relevant, since in the last 10–20 years the approach to the role of preschool education / Early Childhood Care and Education of young children around the world has changed globally. This forced the world community to reconsider its approaches to education and hold a series of congresses, conferences and symposiums dedicated to the transformation of national education systems (Komarova, 2018).

The article is devoted to the systematization of the data presented and discussed at the UNESCO World Conference in Uzbekistan, presented by 150 heads of state, ministers or representatives of ministries, heads of NGOs and international organizations in the field of early childhood education and upbringing.

The purpose of the study is to present and analyze the diversity of approaches of different countries to solving the problems of preschool education in order to create conditions for human survival and development that ensure sustainable development.

Description of the research progress. The authors analyzed the educational statistics of several groups of countries: post-Soviet countries; developing countries; developed countries; countries that have long used innovative approaches in the upbringing and education of young children, etc. The authors have published several reports on this topic (Karakchieva et al., 2022; Komarova, Chabrova, 2022). The data obtained earlier were compared with studies of certain aspects of preschool education and upbringing, developed by groups of scientists and aimed at concepts that are recognized as important in the current situation, for example, research on the neurophysiology of early childhood or the ecologization of childhood, etc. These data were also compared with those characteristics of the state of ECCE, which were given by the heads of state, ministers responsible for ECCE.

Research results. As a result of the study, material on the state of ECCE in various countries of the world, on further development directions was systematized.

Conclusion. The global education system is changing. The need for these changes has been felt by most countries in the world. These changes lead to changes in educational policy, access to education, the emergence of new objects and subjects of education, the formation of a new structure of the sciences of education, the formation of pedagogy and psychology as scientific disciplines with their own assessment system, etc.

Relevance (context) of the subject of the article. The system of Russian preschool education occupies a leading position in the world. It began to take shape in the last century. The article discusses the views on the development and education of preschoolers by researchers of child psychology and preschool pedagogy who worked at the Institute of Preschool Education of the USSR Academy of Pedagogical Sciences, created by A.V. Zaporozhets. Zaporozhets attached particular importance to the upbringing of a child in the first years of life, when the foundations of a future personality are laid, when, under favorable pedagogical conditions, various practical, mental and artistic abilities develop most intensively; moral ideas, feelings and habits begin to form, which later develop into a person’s character.

Description of the research progress. The author examines the activities of various laboratories of the Institute, which investigated the problems of education, development and upbringing of children of early and preschool age. Pedagogical, psychological and physiological studies conducted at the Institute of Preschool Education in collaboration with other scientific institutions of the country were aimed at solving these problems.

Research results. Zaporozhets created a theory of sensory and mental development of a child recognized in world science, which is the basis for solving the problems of preschool education. Under the leadership of Zaporozhets, the concept of preschool education was developed and studies of the upbringing and education of children of early and preschool age were carried out, which proved that every normal child has enormous potential psychophysiological capabilities. The task of teachers, in opinion of Zaporozhets, is to create optimal pedagogical conditions for the realization of these opportunities, and in the course of assimilation of social experience, not only the child is enriched with known knowledge and skills, but also the formation of his/her abilities and personality qualities are carried out. The staff of the Institute prepared a “Kindergarten Education Program”, on the basis of which the upbringing and education of children in all preschool institutions of the country was conducted.

The relevance of the subject of the article is due to the need to form a grammatical structure in older preschoolers in the second language. The grammatical categories of aspectuality and temporality are the most important categories of coherent Russian speech. It is these categories that cause the greatest difficulties for children. We put forward a hypothesis that if, within the framework of literary education of children, we analyze the categories of aspectuality and temporality – draw the attention of preschoolers to the peculiarities of using the aspect ratios of the Russian verb, teach them to correctly reproduce aspect ratios in the process of retelling the text or compiling their story – then the effectiveness of work on the formation of the grammatical structure of Russian speech, the quality of the construction of coherent Russian speech will increase significantly.

The purpose of the article is to show the results of a study on the use of methodological techniques for the formation of grammatical categories of aspectuality and temporality in the Russian speech of bilingual children.

The course of the study. The experimental work was carried out on the basis of kindergartens with the Tatar language of education of the Republic of Tatarstan. In these kindergartens, children learn two languages – Russian and Tatar. At the same time, Tatar is their native language. The experiment took place in 2020-2022. The data obtained were compared with control groups in which work on the categories of aspectuality and temporality was not carried out. The total sample was 334 children of senior preschool age (161 in experimental groups, 173 in control groups). In a pedagogical experiment, we tried to focus children’s attention on the specific features of the Russian verb, to use the identified features when children construct retellings of the text they heard or when constructing their stories in Russian.

The results of the study were positive: there are practically no changes in the number of speech errors in the control groups, in the experimental groups there is a significant decrease (on average by 34%). This proved the effectiveness of methodological techniques for working on the categories of aspectuality and temporality.

Conclusion. The results of the study convince that the work on the development of the grammatical structure in bilingual children in Russian should take into account the typical speech mistakes of older preschoolers: incorrect use of prefixes and suffixes that convey the specific shades of the verb; the use of verbs of the present tense instead of the past; the use of past tense verbs instead of the present; inability to convey the action in the future tense; incorrect inclusion of imperfect verbs view into the content of the narrative about actions in the past tense. In this regard, it is recommended: to use special methodological techniques in the work on the development of speech of older preschoolers: the reception of compositional dismemberment of the narrative structure, the reception of the statement of action in imperfect verbs, the reception of the statement of action in perfect verbs, the reception of compositional reproduction of the narrative structure.

The relevance of the article. The problem of ‘Paying It Forward’, or the notion that people, children and young persons, carry out acts of kindness to strangers without expecting a return or ‘being paid’ back, is so important that, without exaggeration, the future of mankind depends on it. ‘Pay it Forward’ is not a new way of behaving; as else, people would have ceased to exist a long time ago. The term “Paying it Forward“ is tentatively described as ‘the process of somebody doing something good for another without having the intention to have the favour returned or being “paid back”, but instead with the expectation that the recipients pass it on to another person’.

Description of the research progress. After a brief elaboration on the notion of ‘paying it back’, the first part seeks to explore the phenomenon of ‘living in the now’ and how this affects this ‘paying it forward’, as it can be assumed that their concern about the wellbeing of those who may live in the future may be affected by a limited feeling of being connected with times to come. The trend that pushes children to increasingly living in the now is fed by numerous processes, the most important being that spending time at their leisure is becoming rarer, and the other that they expect near immediate responses to their needs.

Conclusions. If people get tired of communicating with the present, they have no energy left for the future. Will children and young people to think about the wellbeing and well becoming of prospective generations? Where and how could they possibly muster the motivation, energy, and above all the time, to ‘pay it forward’? What future lies in waiting for the young generations and for those who come after them? This question gives rise to daunting scenarios, whose consequences could only be approximated, if at all. An effort to this effect will be attempted in the future studies.

The relevance of the article is determined by the attention to the role of reading by the younger generation from the state, the importance of reading in the transfer of culture from generation to generation. The method of organizing reading in preschool educational organizations has remained unchanged for several decades, reading is episodic in the daily routine of kindergarten, and the children’s interest in reading is steadily decreasing. The question arose about updating approaches to the organization of reading in kindergarten conditions: the repertoire of children’s reading, reader communications, ways to attract children to reading. The solution of these questions unites the design of the infrastructure of children’s reading in a preschool educational organization.

The aim of the article is to present the results of a theoretical study of approaches to designing the infrastructure of children’s reading in a preschool educational organization, to substantiate its content as a system of components, whose interaction ensures the formation of a child’s reading competence, taking into account the peculiarities of his development during preschool childhood.

Description of the research progress. At the initial stage of the study, the role of reading in the development of preschool children was determined and the focus of this type of activity on the development of the child’s reading competence was determined as the goal of designing the reading infrastructure; the relationship between the child’s literary development and reading competence is shown. Further, the study was built around finding answers to the questions: how can the repertoire of children’s reading be changed taking into account the characteristics of a child of the 21st century? Is it possible to have a mandatory reading circle (canon) in kindergarten, taking into account the current socio-cultural situation? What motivates children to read, what ways can a teacher use to motivate children to read? What changes can reader communications with preschool children undergo? The study was conducted on the basis of an analysis of a wide range of sources, significant both from a historical and modern point of view, conclusions were drawn about the design of components of the children’s reading infrastructure. In the course of the study, materials obtained in the work of the pedagogical laboratory on the topic “Designing the infrastructure of children’s reading in preschool educational institutions” on the basis of the Department of Preschool Pedagogy of the Russian State Pedagogical University named after. A.I. Herzen and Kindergarten No. 143 of the Nevsky district of St. Petersburg, as well as the previous pilot empirical study on this issue (2020-2022) were used.

Conclusions. The infrastructure of children’s reading acts as a dynamic education, which is designed and implemented by teachers. In the conditions of saturation of the children’s literature market with new books, the role of the teacher’s reading culture, ability to understand the concept of a children’s book and the choice of reading repertoire increases. Designing a children’s reading repertoire requires identifying and formulating problems that are significant for a child of a given age. For the development of the child’s reading competence, it is necessary for the teacher to combine external stimuli that encourage reading and actualize the child’s internal motives in accordance with an age-appropriate approach, use the practice of slow reading and the child’s play practices in organizing reader communications. Optimal support for children’s reading and the development of a child’s reading competence requires further empirical research of the infrastructure of children’s reading in a preschool educational organization.