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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. 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

Background. As educational systems around the globe increasingly focus on delivering outcomes and evidence of early childhood education, questions are asked about how increasing the cognitive load on children in preschool settings impacts their development.

Objective. To better understand this problem, a five-year programmatic study was funded by the Australian Research Council with the objective of researching conceptual play as an intervention, studying imagination in play and imagination in science, engineering, and technology.

Design. The study design featured 3,000 teachers, 100 families, and 120 focus infants and toddlers in Australia who were followed for five years.

Results. The study is currently underway. This paper gives an overview and conceptualisation of the research, and the midterm findings. The project expects to generate new knowledge about the concept formation of infants, toddlers, and pre-schoolers under the conditions of a Conceptual PlayWorld in play-based settings and homes.

Conclusion. The projected outcomes are expected to include understanding about how concepts can be intentionally taught in play settings and learned at home for particular cultural age periods. Significant benefits will include increased knowledge of how exposure to these concepts in the formative years affects children’s development.

The relevance of the topic of the article. Dialectical thinking can act as a means of solving communicative and personal tasks by the subject. A dialectical strategy for solving such problems allows the subject to identify all the variety of characteristics, including mutually exclusive ones, and transform them. This contributes to a more tolerant attitude of the subject towards people around him and towards himself and, consequently, successful socialization.

Research methods. The article presents an analysis of studies carried out within the framework of the structural-dialectical approach on the issues of personality development and socialization of a preschool child. In accordance with the hypothesis, the directions of research are determined.

The first direction is the study of dialectical structures in arbitrary self-regulation and psychological and pedagogical conditions that contribute to the formation of a dialectical strategy of self-regulation in preschool children.

The second direction is the study of dialectical structures in the Self-concept and the possibility of forming in preschool children dialectical mechanisms of transformation of contradictions arising in the process of self-knowledge.

The third direction is the study of dialectical structures in social perception and the conditions for the formation of dialectical social intelligence in preschool children.

Conclusion. The study of dialectical structures in the development of the personality and socialization of the child will expand the possibilities of applying the structural-dialectical approach in practical psychology. It is important to develop dialectical thinking in children already in preschool age. The formation of a dialectical attitude towards oneself, people and events can contribute to the harmonization of relations with the outside world and oneself. This understanding opens up prospects for the development of methods of psychological correction of interpersonal relationships and personal development based on the formation of dialectical thinking in children, as well as the development of theory and practice of dialectical counseling and dialectical psychotherapy.

In early childhood education and care, Nordic social pedagogy approach is challenged by a learning orientation that often results in unproductive ‘either/or’ thinking. Therefore, based on the two approaches and by analysing several dimensions of Froebel’s ideas and prevailing social-historical activity (play) theory, the author deduces four generally accepted play criteria that form the basis for the construction of a dynamic and play-based learning concept that has the three following cornerstones as focal points: (1) learning happens in activities where the child is an active participant and interacts and communicates with other people; (2) meaningful activities pave the way for children’s learning; these are activities where the child’s motive aligns with the goal of the activity; and (3) learning is seen as a productive and creative activity characterised by imagination.

The article deals with the question of providing assistance to kindergarten children with severe speech disorders, in particular, with the mild form of dysarthria. Preschool educational organization may include children whose speech is slurred, gibberish, accelerated and inexpressive. These children refuse to recite poetry at matinees, and show a lack of motor dexterity at music and physical education lessons. Many children who suffer from obliterated dysarthria, have a poor command of self-service skills, they are often found to have fine motor skill disorders. Thus, the defect structure in the light form of dysarthria includes not only speech problems, but also those involving the psychological and motor speech basis. The mild case of dysarthria, which is mainly manifested in unintelligible speech in preschool years, becomes complicated by written language acquisition difficulties at school age. Many teachers regard these mistakes as errors due to inattention, but these errors stem from a speech disorder – obliterated dysarthria when children are observed to articulate speech sounds in an unclear or blurred way. All this prevents them from learning their school subjects successfully. At the same time, speech therapists and specialists, kindergarten teachers and parents are in a position to help a child with obliterated dysarthria as early as in his preschool period. They can eliminate the disturbances that hamper clear and distinct speech, and remove the preconditions for written speech disorders in children. The article examines questions of how to detect nonverbal disorders and to overcome them in a kindergarten.

The article deals with the conceptual and theoretical basis of talent and analyzes the organizational and pedagogical conditions that determine preschool education teachers’ readiness for innovation as well as their awareness of changes needed to be made in the content of pre-school education, and the development of intellectual and creative abilities and talent during formation of the innovation educational system and introduction of the Federal Preschool Educational Standard. The author examines six areas of talent, which cover most children’s abilities. It is shown that gifted children tend to have an edge nearly in all the parameters of their development. The areas responding to their talents show these kids not only to attain levels more typical for older kids, but it also indicates that the process of their development and the results of their activities is unique. The author emphasizes the need for a special training program for teachers and parents to work with gifted children, which would serve as a theoretical and methodological basis for practical work.

This article discusses the spatial representations that are required to teach a child to count, write, draw, read – all the processes that are based on establishing relations between objects and phenomena, their sequence, and hence their spatial relationships. Spatial concepts are essential for the formation of higher mental functions: praxis, gnosis, speech and writing, memory and thinking. The complex mechanisms of spatial representations start to form in early childhood. Formation of spatial representations is related to the use of different systems of orientation in space (the visible and imaginary). Neuropsychology has always been a practical science. Authors offer a theoretically sound practice games and exercises that promote the formation and development of spatial representations, which can be useful for specialists and for parents of preschoolers.

The article deals with the technology of modeling as a tool of forming time concepts in preschool children. The initial time notions children get in their preschool years are the changes of day, night and seasons, which form notions of time. The article describes the structure and course of studies on the formation of “Introduction to the calendar” – elementary mathematical concepts in children. Using modeling timing, duration, and sequence of cycles are viewed. It is shown that the method of modeling opens up a number of new opportunities for an educator in cognitive development, including the development of time concepts in preschoolers. The proposed method is effective in formation of time concepts, improves knowledge and skills, solving problems that occur and preventing those that may during the development of time notions.

The article focuses on development of cognition in childhood years and describes neuropsychological approach to its study. The author employs original methodological analysis of psychological structure of cognition in approaching important psychological problems that a child might face growing up. The major forms, phases and stages of cognition are described. The author shows that the most important role in the children’s cognitive development and their ability to think belongs to upbringing and education. Therefore, organization of games and child play becomes important in development of children’s cognitive skills, and their ability to plan and perform mental actions for solving various tasks.