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Relevance (context) of the subject of the article. Inclusive culture is one of the fundamental components of the inclusive environment of educational organizations. The study of this parameter, including the inclusive culture of preschool educational institutions, and its significance for inclusive practice remains relevant in Russian science.

The aim of the study. The work carried out a pilot study of the inclusiveness of the culture of a preschool educational organization as a factor that can influence the subjective readiness of teachers to apply inclusive practices in the context of the inclusion of children with special educational needs.

Methods of the study. The study was conducted using adapted scales-questionnaires, compiled on the basis of those used in international studies. The adaptation included changing the statements of the questionnaires for use in a preschool educational organization. The number of statements in the questionnaires and Likert scales remained unchanged. The following scales were used: attitudes towards inclusion, concerns about teaching in an inclusive environment, teachers’ self-efficacy in implementing inclusive practices, and intentions to implement inclusive practices. Questionnaires are given in appendices A, B, C, D. The sample consisted of 20 respondents, employees of preschool organizations in Moscow, including 15 educators, 2 tutors and 3 support specialists (speech therapist, special educator, educational psychologist).

Description of the research progress. The obtained results show that the attitude towards inclusion among teachers is ambiguous: most teachers are more likely to accept the values of inclusion, some of them are closer to undecided and 2 respondents expressed a negative attitude. The willingness to implement inclusive practices was reflected in the indicators of self-efficacy scales and the intention to implement inclusive practices. Correlation analysis showed that the scales of self-efficacy and intention were statistically significantly (p<0.001) positively associated with a high close relationship on the Chaddock scale, while there was a trend between the scales of attitudes towards inclusion and concern about difficulties in implementing inclusive practices (0.05<p<0.1) to a moderate negative relationship.

Research results. Thus, the set of methods used for the first time in the Russian sample revealed the contradictory nature of attitudes towards inclusion in the organization and the likely lack of support for it, which may indicate insufficient inclusiveness of the culture of the ECE. At the same time, the readiness to implement inclusive values among most teachers may indicate a personal commitment to their implementation.

Justification of the study. Increasing the financial literacy of the population is one of the priority areas of the policy of the Russian Federation. The Strategy for Increasing Financial Literacy, approved by the Government of the Russian Federation, singles out work with preschool children as an educational area. At the same time financial literacy is not the only basis for the formation of financially literate and rational behavior. A number of studies put forward the thesis about the need to form the financial culture of the individual as a broader concept that includes knowledge, skills, moral and value aspects. In relation to preschool children, it is necessary to substantiate aspects of financial culture and the factors influencing its formation. Recent research shows the role of family factors and educational institution, but little consideration is given to the influence of the children’s community and the possibilities of the children’s subculture.

Description of the study. The research procedure included a conversation with children aimed at studying financial and economic representations, whether children have piggy banks, play as elements of a children’s subculture associated with the financial culture of preschoolers; solution of economic problems; unfinished stories and case studies aimed at studying value orientations and financial behavior. The study involved 52 children of senior preschool age from various cities of Russia.

Results. The study revealed a connection between the preferred games and the ways of solving financial and economic situations by children, between the presence of piggy banks, the experience of accumulation and the ability to postpone desires, and the difference in making financial decisions.

Conclusion. The data obtained confirm the assumption about the influence of children’s subculture as a factor in the formation of financial culture of older preschool children. Such elements of children’s subculture as piggy banks, play on financial and economic topics are available means of forming and developing financial culture in children.

Relevance. In the modern world more researchers and practitioners from different fields are preoccupied with the changing the shape of a child in society: a child is not an object of pedagogical influence, but a subject whose opinion is valuable and should be taken into account when making decisions that directly concern him. The possibility for children to be heard at preschool age is an important basis for the development of civic competencies that do not appear by themselves at an older age. At the same time, the researchers also note that there is a gap between the recognition of the value of child and real practice. The possibility not only to hear the voices of young children, but also to make them visible and significant in society, to offer children the means of expressing their opinions is a methodological challenge for researchers and practitioners of preschool education, which requires special competencies.

The aim of the study is to analyze modern studies and projects devoted to the professional competencies of a teacher and the conditions accompanying their development necessary for the implementation of the principle of participation in educational practice.

Description of the research progress. 19 studies and projects were analyzed from the point of view of the possibilities and limitations of the implementation of the principle of participation in educational practice. Two key aspects were identified: the possibilities and limitations of the implementation of the principle of participation in educational practice, which include teachers’ ideas about participation and the influence of the broader context of the community and organizational culture, and professional competencies of teachers necessary for support their participation in kindergarten and primary school, and approaches to their development.

The results of the study. In the article the problem of implementing the principle of participation is considered not only in the context of the structure of a separate preschool group, but also in the organizational culture of the kindergarten as a whole. The authors conclude that it is necessary to reflect on the ideas of participation in order to create conditions for its support in kindergarten, as well as the need for a comprehensive study of factors related to the organizational culture of the kindergarten, which can influence the development of participatory practices. Based on the analysis, two groups of pedagogical competencies were identified: general competencies necessary to create basic conditions for participation, and more specific competencies necessary to empower children’s opportunities to influence decision-making.

Conclusion. The article formulates recommendations for training preschool teachers and kindergarten teams.

In this paper the author explores how our ideas about early learning have developed over time and proposes a new view of pedagogy, that is not based on the traditional Model of Deprivation, but outlines a new model which goes beyond deprivation. The new model proposes that the child is not deprived of culture, rather the child is deprived of opportunities for creating culture and dealing with culture. In this new perspective the child is not viewed as passive but active. The aim of schools should be to provide an “enabling culture” in which the child is involved in reinventing, refurbishing and refreshing the culture. The paper also identifies and explores

3 antinomies which have emerged as ideas about early learning developed;

• the ‘individual realisation’ versus the ‘culture serving’ antinomy

• the ‘talent centred’ versus the ‘tool centred’ antinomy

• the ‘particularism‘ versus the ‘universalism’ antinomy.

It is argued that an exploration of these 3 antinomies can provide a useful basis for thinking about what we have learned about early learning and where we are moving in current development.

The conclusion of this paper is that children from the start must be accepted as members and as participants in the culture and be given the opportunity to make and remake the culture in each generation. The case is made that we should stop thinking about deprivation of children and start thinking about participation of children.

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.

Introduction. This paper describes results of an integrated multivariate research project, provisionally called “Artifacts of Childhood”, that studied sociological and pedagogical tendencies connected with correlation between the values of the modern adult’s and child’s worlds. The purpose of this study was to look into the specifics of the modern attitude to the childhood, the child’s values-based attitude towards the adult’s world, and to develop an understanding of the value determinants of the child’s social and personal development.

Methods. Research methods were based on Adlerian conceptual model of a deliberate and purposeful changing of parenting styles (A. Adler); the concept of a cultural-historical development (L. S. Vygotsky, A. N. Leontiev) of the child’s personality in the course of mastering the knowledge of previous generations with guidance from an adult (N. F. Radionova); understanding of the child as the subject of child’s activities (T. I. Babayeva, A. G. Gogoberidze and others).

Results. Authors defined essential and structural characteristics of the value‑based attitude of children towards the adult’s world, and established pedagogical determinants that ensure the development of the values-based attitude to the childhood period. Authors received actual data on the interaction between the preschool and the family in the course of shaping the value orientation of adults and modern preschoolers.