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Background. The study of the regional historical and pedagogical heritage in the area of pre-school education enables to take into account the experience gained in implementing modern types of further training and developing programmes to improve the quality of teaching staff. The problem of analysis consists in recreating the practice that meets the internal needs of teachers to change the educational situation, get professional reflection, and comprehend the productivity of self-development.

The Objective of the research was the historical and pedagogical analysis of the main types of self-education of pre-school specialists in the second half of the 20th century, implemented in Perm territory educational institutions.

Design. In the research the types of pedagogical self-education of the Ural pre-school education specialists in the second half of the 20th century and their updating for regional professional development programmes were studies. The analyzed sources were normative documents regulating the activities of pre-school institutions in the 1950 – 1990s, documents from the archival funds of Perm Territory, memories of the oldest pre-school education specialists, the authors’ expeditionary and pedagogical materials. To solve the tasks, a set of methods of historical and pedagogical research, generalization of pedagogical practice, and the actualization method were used.

Results. The result of the research is the analysis of types of pedagogical self-education in the regarded period and identification of the most valuable ideas with the potential to develop modern regional programmes aimed at improving excellence and practices of pre-school education specialists.

Conditions for the dynamic development of types of self-education in the second half of the 20th century were created by the rapidly developing theory and practice of pre-school pedagogics, organized self-education activities directed by heads of institutions, methodological offices, pedagogical educational institutions, innovative search of master teachers and model kindergartens. The prospects for integrating the described forms with self-education technologies at the present stage are seen in strengthening such approaches as inviting well-known teachers for course training and creative meetings, conducting open classes and seminars online, organizing research groups to study alternative methods, creating experimental platforms to integrate preschool and school education. To develop the regional concept for improving pedagogical excellence, the idea that all participants of the educational process take an active part in the asceticism remains relevant.

The article discusses the experience and results of the researches of emotional well-being of preschoolers, especially 6–7 year old children. The factors that affect the emotional well-being of preschool children in the family and in educational organizations and educational opportunities of the environment (values and ways of interaction of teachers with children, designing of the environment of a kindergarten, planning of current activities) are considered separately, in particular those increasing emotional well-being of children. The principal trends of the current approach to the study of emotional well-being: a synthesis of achievements of different theories, a shift in the study of emotional well-being from problems to its positive manifestations, interest in the opinion of children themselves, complexity (inclusion of all stakeholders in the study design – children, parents, teachers) and variety of methods. The relevance of the study, based on the «child’s voice», reflections by educators and parents, and structured video analysis, is shown.

Background. Modern educational approaches place significant emphasis on the continuity and consistency of learning, creating optimal conditions for children’s successful adaptation during the transition from preschool to primary education. The development of coherent speech is a key aspect of school readiness, as it fosters communication skills, cognitive development, and successful academic performance. Therefore, investigating pedagogical conditions that support continuity in the development of coherent speech is of particular importance for educators and parents seeking to ensure children’s effective development.

Objective. To develop, justify, and experimentally test pedagogical conditions for ensuring continuity in the development of coherent speech in older preschoolers and first-graders.

Sample. The study involved 200 parents of children aged 6-7, 150 preschool educators, 80 primary school teachers, 200 preschool students, and 58 first-grade pupils.

Methods. The study was conducted using a set of theoretical and empirical methods. For the theoretical understanding of the problem, analysis, synthesis, comparison and forecasting were used, as well as the study of literature from various fields. The empirical part included observation, monitoring of children’s issues, conversations with children, teachers and parents, surveys and analysis of documentation and educational resources. An important element was the pedagogical experiment, which made it possible to test hypotheses in real conditions. The data was processed using mathematical statistics and qualitative analysis methods, which ensured the reliability and scientific validity of the results obtained.

Results. Methodological recommendations for the continuous development of coherent monologic speech in older preschoolers and first-graders were developed. These include unified approaches to speech development, a consistent strategy based on principles of continuity, gradual complexity of material, and alignment of content, methods, and interconnections between speech development activities in preschool and primary school settings.

Conclusions. Continuity in the development of coherent speech in older preschoolers and first-graders is achieved through the following pedagogical conditions: regular assessment of current speech development levels; specialized didactic approaches; balanced development of all speech components with long-term progression in mind; implementation of evidence-based methodological recommendations tailored for both age groups.

 

Relevance. The development of education is one of the most important tasks of state activity. The State pays great attention to the reform and improvement of the education system. The set of reforms in the Russian education implemented over the past 25 years is forming new approaches to improving the quality and competitiveness of the Russian education system (Prosvirkin, 2018). One of the directions of educational reforms is to create conditions for the continuity of preschool and primary general education. The combining of schools and kindergartens into unified educational complexes in the Moscow region began in 2020 (Boguslovsky, Karmaev, Kim, 2021) and will last until 2030.

The aim of the study is to characterize the ideas of directors who have gone through the combining of schools and kindergartens into unified educational complexes about the results and conditions of combining.

Methods. The study used an in-depth semi-structured interviews with the directors of educational complexes in the Moscow region.

Sample. The sample consisted of directors of complexes in the Moscow region, including preschool educational organizations with association experience from 1 to 4 years. Among them 8 women and 2 men (D1 – D10), age: 39-61 years (average age: 51 years).

Results. The article shows that respondents see as results of the combining easier adaptation of children to first grade, improving the quality and accessibility of education, facilitating communication and interaction between kindergarten educators and primary school teachers.