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Contradictionary results of studies on the development of self-regulation in different activities in children are identified. The structure of self-regulation includes the ability to goal-setting, modeling conditions of activities, programming actions and self-control. The specificity of the manifestation of these abilities in different types of activity and features in preschool children is shown.

The method includes four problem situations. The first part is aimed at diagnosing the ability to self-regulate cognitive activity (metacognitive abilities). The second part is aimed at diagnosing the ability to self-regulate play activity (metaplay abilities).

Situations 1 and 3 suggest a hypothetical inclusion of the child in cognitive and play activities. The child must identify the goal and objectives, the conditions for the implementation of the activity and the program of action. Situations 2 and 4 are aimed at diagnosing self-control in cognitive and play activities. These situations imply a child’s assessment of «completing the assignment by other children».

Testing results indicate a relatively uniform distribution of the examined children according to the level of development of self-regulation abilities in different types of activities. Close and moderate correlation between the indicators of the abilities in cognitive and play activities was found. However, only 8% of the examined children showed a harmonious profile of metacognitive and meta-play abilities.

Self-regulation in preschool children has its own specifics in different types of activities. To diagnose metacognitive and metaplay abilities, it is necessary to use different diagnostic tasks. The results of testing the method indicate that it can be used in scientific research and for the diagnosis of mental development of preschool children.

Personal boundaries are a convenient descriptive metaphor reflecting the interaction of personality and environment. The purpose of our research is to study and thoroughly describe the formation of this phenomenon in a group of children aged 3-7 years with autism spectrum disorders (ASDs). The study was conducted between 2016 and 2019 using qualitative methods (on-line observation, case study, simulation of situations) and involved 14 children who were diagnosed with ASD. The group composition and the study procedure remained unchanged for four years.

The children were asked to participate in the staging of various problem situations (violation of privacy, daily routine, etc.), which made it possible to describe both territorial behavior and to reflect the various manifestations of the phenomenon of personal boundaries (regulation, control, essence, ways of protecting personal boundaries). Statistical analysis showed the presence of dynamics in the development of personal boundaries in children with ASD. Personal boundaries of children in this group are perceived as a physical barrier that unambiguously separates spaces of different people. Another person (adult or child) is also a barrier that divides spaces. A close adult becomes a bearer of the personal boundaries of a child with ASD. The differences in the manifestation of personal boundaries for familiar and unfamiliar children are shown: a considerable degree of freedom and social experimentation in the first case is manifested (a wider range of ways to protect the personal boundaries, regulation and control are more vividly expressed), interaction with unfamiliar children appears threatening due to unpredictable behavior. The phenomenon of the personal boundary has qualitative uniqueness and high adaptive potential, ensuring psychological safety and integrity of children with ASD.

Introduction. The article presents results of a theoretical research in the field of quality control of learning environment of early childhood groups. The purpose of the study is to develop a theory based methodology for quality control of learning environment by employing modern trends in early childhood pedagogy.

Directions and methods of research. The research methods are based on activity and competence approach, the idea of the learning environment as a medium for successful socialization of toddlers, structural components of the learning environment, where the key parameters are: nature of adult - child interaction, content and modes of the interaction, focused on successful mastery of kindergarten programs, designing of stimulating environment for early childhood groups. Theoretical analysis of psychological and pedagogical literature on the subject, design of structural components of learning environment of early childhood groups, determination of the expert indicators for each component of learning environment were used as research methods.

Results. Result of the research was presented in the form of control methods description, that include evaluation of the quality of learning environment, measurement of the quality indicators for each component of the learning environment (the nature of adult interaction with the child, the content and modes of interaction, aimed at the successful mastery of the kindergarten program, design of stimulating environment for early childhood groups). Detailed recommendations to the content of each indicator are given.

Conclusion. The developed control methodology makes it possible to carry out a comprehensive assessment of the quality of learning environment for early childhood groups in accordance with the requirements of the Federal State Educational Standard, and to help an expert to determine ways of further quality improvement of the learning environment.