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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.

The relevance of the topic of the article. Support for the role-playing game of preschool children is going through a crisis, largely associated with a change in the content of children’s experience. Research that consider the possibility of reflecting literature experience in a role-playing game are few. At the same time, their analysis shows that such experience can have a significant impact on the content and structure of the role-playing games of preschoolers.

The aim of the research was to study the possibilities of reflecting the literature experience of children, received in the family, on the nature of the construction of role-playing games.

Description of the research progress. The sample consisted of 15 children from 4 to 7 years old and 15 mothers who are regular participants in role-playing games organized in the context of non-formal preschool education (community for supporting role-playing games). In the beginning, a sequence of reading fairy tales to children was organized with the family. The first of the tales is based on the external confrontation of warring heroes, and the second is based on the internal conflict of the heroes and their search for the place in the world. Further, 6 role-playing games were organized supported by the plots of fairy tales based on the model of building a two-stroke game (L.I. Elkoninova). The experimenter motivated the children to play with his involvement in the plot of the game and the support of the two-stroke structure of the fairy tale plot. At the final stage, the features of the reflection of reading experience in a plot-based role-playing game were analyzed according to specially developed criteria.

Research results. It was found that a fairy tale plot, in which there is a confrontation between two warring parties, often causes negative emotions in children in the process of reading and, as a result, a reluctance to get involved in a game according to a given plot. A fairy tale plot, where instead of an external confrontation there is an internal conflict of heroes, it evokes positive emotions and research interest in children, which leads to the desire to actively participate in a role-playing game based on this plot, to bring their own vision and meaning into the storyline.

Conclusions. Role-playing game based on a fairy-tale plot allows children 4-6 years old to reach a new level of development of play activity. Changes were recorded in in-game interaction, the level of the game design, its stability and implementation. The greatest growth in game indicators was noted in role-playing based on a fairy tale plot, in which there was no confrontation between good and evil heroes, the smallest growth was observed in games based on a fairy tale plot based on an external conflict of heroes.

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.