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The paper is devoted to the role of fairy tales in the cognitive and personal development of children. The article reviews the dialectical approach to the analysis of fairy tales. On the example of folk tales of the world, the generality of structural transformations inherent in fairy tales is shown.

The conclusion is made about the importance of fairy tales for the development of children’s creative abilities. Particular attention is devoted to the approach of L.S. Vygotsky, on the basis of which the grounds for correlating fairy tales with the age of the child are distinguished.

Analysis of the social situation of development at each age makes it possible to determine the essential aspects of fairy tales and narratives that are necessary for productive interaction between a child and an adult. Examples are given and a conclusion is made about the importance of following the principles of cultural-historical psychology for creating and using fairy tales as a way for a child to enter culture.

Background. Participants in the educational process in Russia have encountered difficulties in organizing work distantly. There were various difficulties, not all teachers were ready to develop new models of communication with parents and pupils in the context of using available means for distant work. The distant format of work has particularly exposed the issues of interaction and participation of parents in the educational process.

Aim. This study was conducted with the aim of understanding how a preschool teacher can use the potential of distant forms of developmental interaction for children and accompanying parents.

Description of the research progress. The research was aimed at introduction of viable distant practices to support and accompany parents in the education of preschool children.

The research results were:

• assessment of the real experience of educators on educational online platforms and the potential for self-development of educational online resources;

• identification of the most common problems that arise in the process of organizing distance forms of pedagogical interaction;

• development of online resources in the context of the most popular and necessary areas, in particular related to helping parents in organizing developmental leisure activities with children at home education;

• pilot testing followed by professional expertise of developed online resources for preschoolers and their parents.

Conclusions. The article presents the results of a multifactorial study that examined the current social demand for a quick and high-quality transition to distant forms, accompanied by the parents of preschoolers. A completely new format of distant practice was organized for students studying at the bachelor’s level in the direction of “Pedagogical Education” as a result.

The results of the study can be used by regional education authorities to identify the most effective practices for improving the quality of the teacher’s professional activity in the framework of distant education of preschool children in the context of family education. The developed tracks of distant educational technology for designing an online resource include methodological products ready for distribution among the pedagogical community in the context of distance preschool education..