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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 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 topic of the article. The problem of adaptation of younger preschoolers to the conditions of preschool education is one of the most urgent in connection with the importance of finding effective means to optimize the reduction of the period of habituation of young children to a new social situation.

The aim of the study is to describe an experimental study and the results of optimizing the adaptation of children of the 3rd and 4th years of life to the conditions of preschool education when using game exercises with elements of nonverbal communication.

Description of the research progress. According to the hypothesis, game exercises with elements of nonverbal communication contribute to the optimization and reduction of the period of adaptation of younger preschoolers to the conditions of preschool education. The empirical study involved 40 children of the 3rd and 4th years of life, divided into two groups: experimental (EG) and control (KG). The study was conducted in three stages: ascertaining diagnostics, developmental classes and control. During the assessment and control, modified observation maps were used to diagnose the peculiarities of the emotional state of children, including indicators of nonverbal behavior and communication of children. In developing classes with EG children, game exercises with elements of nonverbal communication were used, forming an address to a partner (peer, adult). 12 classes were held (15-20 min.) 3 times a week for a month. The results of both groups were compared with each other. Methods of mathematical statistics were used in the processing of quantitative data of psychological and pedagogical experiment.

The results of the study. Classes in the EG allowed to reduce the period of adaptation of children of the 3rd and 4th years of life to one month with the expected effect: the emotional background of the EG children became steadily positive, the level of play activity and interaction with peers increased.

Conclusion. The results confirmed the hypothesis and allowed us to clarify information about the differences in the development of children of the 3rd and 4th years of life due to the effects of experimental classes (in EG) and without it (in KG).

Relevance (context) of the subject of the article. The socio-cultural environment plays an important role in shaping the personality of boys and girls. In communication and interaction with significant adults, moral values and attitudes are developed, and such properties of personality as initiative, activity, independence, responsibility, which form the basis of the child’s subjectivity, are formed.

The aim of the study. On the example of studying initiative in the younger preschool, senior preschool and younger school ages to reveal the specific features of its manifestation among boys and girls in the situation of interaction with parents and teachers.

Description of the research progress. Initiative was investigated by obtaining a scale assessment from parents of preschool and primary school age children, and educational specialists working with these children. The evaluation criteria were such indicators of initiative as emotional, communicative, creative, and cognitive. The experiment involved 165 parents of preschool and primary school-age children and 88 educational specialists.

Research results. Based on the results of processing the data of parental and pedagogical answers, groups according to the degree of initiative in the preschool, senior preschool and junior school ages were identified: “low initiative”, “medium initiative”, “high initiative” and the psychological characteristics of the behavior of children with different degrees of its expression were presented. A gradual decrease in the indicators of initiative from preschool to junior school age was revealed. Differences in displays of initiative by boys and girls of the senior preschool and younger school age under learning conditions were revealed. The results of the study allow the conclusion that boys in the classes at pre-school educational institutions and at school require emotional support of their own actions, assistance in implementing the initiatives in the area of their manifestation, directing the initiative to comprehension of the tasks set by the adult and achievement of results to a greater extent than the girls.

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.

Relevance of the article. The topic of digital transformation is extremely relevant today, but its use in relation to young children, that is, from 0 to 8 years old, always raises many questions from those who are responsible for their health and development. Representatives of science adhere to diametrically opposite points of view on this problem. Some believe that technology harms children, others believe that since humanity has received a similar direction in development, despite the negative impact of digital transformation, its use is inevitable and children will have to immerse themselves in the world of technology. To answer the question of what is right and what is not, we have to understand in detail the processes taking place. However, the topic of digital transformation, the adoption of the Digital Transformation of Education program forces us to take urgent measures that are not always justified. Serious research is required to substantiate them.

The purpose of the study is to identify the manifestations of digital transformation in preschool organizations and systematize them, taking into account: the main directions of development of digital technologies that are used in the upbringing and education of small kids; research on children’s behavior, their physical condition, the development of cognitive and non-cognitive abilities depending on digital technologies; changing children’s preferences in the use of digital technologies depending on the digital transformation of society.

Description of the research progress. The research of information technologies has been conducted since 2000 and consisted in constant monitoring of foreign and Russian legislation on this topic, translation of publications, correspondence with authors, clarification of details.

The results of the study. As a result of the research, material was collected from surveys conducted by various foundations and universities on the use of new technologies by children.

Conclusion. At the present stage of development, the range of digital technologies that children use from an early age has greatly expanded. The approaches of the education system and the parent community have not changed. The threats that technology brings with it and that researchers and society have seen and recorded before have changed a lot.

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.

This article describes the methods of developing children’s coherent speech as an important means of supporting children’s cognitive initiative in early childhood educational institutions and the family. In the study methods of linguistic analysis of a text as an example of a coherent speech were used.

The use of these methods in the diagnosis of speech development of children and educators has shown that the existing speech development work in early childhood educational institutions is not practically aimed at building coherent speech skills: there is no coherence not only in the speech of children, but also in the speech of teachers.

The usage of structural features of the text, including interfacing, semantic structure and structure of a complex entire syntaх, have significantly increased the level of development of coherent speech of children and educators.

Research has shown that speech communication is an important means of developing a child’s cognitive abilities. After all, just as a child speaks (coherently or incoherently), so he or she thinks, organizes and directs cognitive activity.

The research proves that in the early childhood there are new tasks of communication as communication with adults is actively developing there are problems of interpretation of the content of digital resources, television and computer animation, etc. Therefore, the development of children’s cognitive abilities by means of childhood reading, music, visual, physical and mathematical culture should be based on the peculiarities of not only thinking, but also coherent speech.

Paper describes the main approaches to the social and personal development of children of preschool age. The main attention has been paid to the fact that a kindergarten group, as a genetically early stage of social organization, creates the necessary conditions for the development of children’s contacts in the process of an independent and joint activity, the acquisition of communication skills with peers “on equal terms” in a variety of educational situations necessary for the development of a child’s personality.

The methodological basis of the study is the concept of child development as a subject of a child activity and behavior (T.I. Babaeva, A.G. Gogoberidze). Theoretical analysis of psychological and pedagogical literature on the problem of the social and personal development of a child, analysis of PhD dissertations, defended at the Early Childhood Education Department of the A.I. Herzen State Pedagogical University of Russia from the second half of the 20th century to the present was applied as an objective analytical tool.

The main directions of social and personal development of preschoolers, the personal characteristics in the interaction of preschool children with peers have been described. The indicators and conditions for the development and upbringing of the independence of preschool children have been revealed.

The article presents the experience in implementation of innovative educational project, in which educators, students of the Faculty of Elementary Education, colleagues of the Department of Psychological Anthropology and parents with children of early and preschool age took place. Due to the project the Center for Family Education was opened at the Moscow Pedagogical State University at the Institute of Childhood. The environment of the Centre for Family Education is based on the principles of Montessori Method. Therefore, the content of the activity in the Center includes both psychological and pedagogical theories of preschool education system in Russia and strong points of the Montessori Method of education.

The article pays attention to the analysis of multiple resources of higher education institutions for the implementation of the project of Centre for Family Education, it also describes the specifics of designed and field-proved programmes of supplementary education for children and adults based on which the work content in the Centre is framed. The implementation of the research project focuses on the results of testing programs designed by the Department of Psychological Anthropology at the Institute of Childhood: “Montessori Plus” comprehensive educational program of preschool education, “Family Festivals” partial program, “School for engaged parent” educational program of psychological and pedagogical support for parents.

The first results of the “Happy children at the University” project showed that the work on the project was a good start to unite various educational interests of professional teaching community and students of the University for implementation of interesting and fruitful solutions for the benefit of Russian preschool education. Analysis of the results also assures that the Centre for Family Education as a structural department of the University is an available option for Moscow parents to be chosen for its educational programs for children since early childhood. It is also a source of personal development and educational competence.

Background. Communicative and speech development of a child with autism spectrum disorders (ASD) is one of the primary tasks in working with non-speaking children, since their subsequent development, behavior, and well-being in society depend on their communication capabilities.

Objective. Formation of basic communication skills in non-speaking children by teaching reading using the global text perception method and subsequent mastering of printing on tablets or computers used as alternative and additional means of communication (AAC).

Sample. The study involved 3 non-verbal children with autism aged 5 years: 2 girls and 1 boy.

Methods. The following methods were used: the method “Global Reading” by G. Doman, methodological developments by L.G. Nuriyeva “Speech Development of Autistic Children”, PECS alternative communication system. The work was based on the principle of “from simple to complex”. To determine the level of development of children and to build a further plan for correctional work, speech therapy diagnostics were carried out using the first component of the VB-MAPP methodology “Assessment of Developmental Areas “ (listener behavior, request skill (mand), verbal speech, visual perception, echo skill). At each stage of training, an intermediate assessment of skills was carried out using pedagogical supervision and parent surveys.

Results. The children demonstrated positive dynamics in the formation of the ability to read whole words at once, bypassing the stage of syllabic analysis. Two of the three subjects showed the first signs of active sound speech in the form of repetitions of heard words (echolalia). One child began to spontaneously vocalize individual syllables, writing words by hand. In addition to improving reading skills, the project participants began to effectively apply the ability to type on electronic devices to solve everyday communication problems and express their own desires.

Conclusions. The method of sequential teaching of global reading, typing and dialogue skills has been shown to be an effective way to develop communication skills and intellectual abilities in children with ASD. It is assumed that a non-verbal child with autism will be able to fully express their thoughts using typing as an AAC.

Background. The article highlights the problem of communication and socialization of older preschool children with severe speech impairments and with normal speech development, attending preparatory groups of combined kindergartens for school. In recent years, in kindergartens, groups of a combined orientation that are inclusive are increasingly functioning, which necessitates the search for effective ways of psychological and pedagogical work.

Objectives. The purpose of the work is to study the state of communication of preschoolers 6–7 years old with severe speech impairments in comparison with peers with normal speech development, in relation to indicators of their socialization in inclusive educational conditions.

Sample. In total, the study involved 60 children aged 6–7 years who attended preparatory groups of a combined orientation of Irkutsk kindergarten No. 153. Of these, 30 preschoolers had normal speech development and the same number with severe speech impairments.

Methods. The following methods were used in the study: “Studying communication and the nature of interpersonal relationships” (Aizman et al., 1994); the method of expert scale assessment of the development of social forms of behavior in older preschoolers by A.M. Shchetinina and L.V. Kirs (Shchetinina, 2000).

Results. It was found that children aged 6–7 years with speech disorders have significantly lower communication and socialization rates than their peers with normal speech ontogenesis. It was shown that studying the level of communication of preschool children can serve both as a reliable indicator of their preschool socialization and a basis for determining the conditions of psychological support for children with severe speech disorders in an inclusive environment.

Conclusions. Data were obtained on the communication of preschoolers studying in inclusive conditions. Firstly, the constant communication of 6–7-year-old children with normal speech development with peers with severe speech disorders in conditions of inclusion does not influence their communicative and social development. Secondly, despite the fact that severe speech disorders in children aged 6-7 years cause imperfection in the formation of communication skills and, in general, their socialization, an increase in the frequency of communication with peers has a positive effect on their social development for all preschoolers.