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Background. As AI becomes embedded in children’s lives, from entertainment to learning, the role of content is transforming—from passive consumption to active, system-embedded dialogue.

Methods. This article draws from content development experience at Mako Kids and research-led design at KidsAI. It integrates global studies, co-design fieldwork, and expert interviews to analyze how children interpret AI tools and how design influences developmental outcomes.

Results. Findings show that children anthropomorphize AI agents and that system behavior often teaches unintended lessons. Core principles of quality content—including age-appropriateness, holistic thinking, inclusion, safety, play-based learning, and cultural relevance—remain essential in AI-driven environments. Structured prompts, ethical voice design, and scaffolded interactions are key design features in KidsAI’s work, including the development of Olly, KidsAI’s assistant for kids.

Conclusions. Content must now function as ethical infrastructure in sociotechnical systems. Designers must avoid emotional simulation and focus on supporting autonomy, reflection, and cognitive safety. AI should guide—not mimic—human relationships, with clarity and respect.

Background. Modern developmental psychology increasingly faces the need to integrate psychological techniques and socio-cultural analysis, especially in the context of the transformation of family structures and educational practices. In this context, rethinking classical diagnostic techniques, such as L.A. Venger’s “Polyanka” method, in new social conditions is of particular importance.

Objective. To show the continuity of scientific ideas of L.S. Vygotsky and his school (A.V. Zaporozhets, D.B. Elkonin, L.A. Venger) in modern interdisciplinary research. To rethink L.A. Venger’s “Polyanka” method not only as a diagnostic tool for visual-imaginative thinking, but also as a means of analyzing the “social situation of development” of a preschooler. To identify the influence of family structure (complete/incomplete) and parental educational strategies on the cognitive development of children, in particular, on the success of completing tasks using the “Polyanka” method.

Sample. 623 older preschool children. Additionally, 941 respondents (fathers and mothers) of these children were interviewed using a special parental questionnaire.

Methods. The following research approaches were used to achieve the objective: analysis of the results of diagnostics of children’s visual-imaginative thinking using Venger’s “Polyanka” method; sociological survey of parents using a specially designed questionnaire; qualitative analysis of the obtained data with the identification of significant correlations.

Results. The study found that boys from single-parent families have significantly lower rates of visual-imaginative thinking (21.9 points) according to Venger’s “Polyanka” method compared to boys from complete families (31.4 points), while such a dependence was not found in girls. Divorced mothers are more likely to use strategies that require their sons to follow strict rules in normatively defined situations, in contrast to fathers in complete families who orient their children towards behavior in uncertain conditions. It was also found that the father’s higher education has a positive effect on the results of girls (32.2 points), and for boys, the best results are associated with the mother’s secondary education (27.8 points). The lowest results are in children whose parents do not use encouragement (25.1 points), and the highest are in those who are not punished (31.7 points).

Conclusions. The study confirmed the importance of the scientific legacy of L.A. Venger for modern developmental psychology. A significant influence of family factors on the development of visual-imaginative thinking of preschoolers has been revealed. Differences in the educational strategies of parents in complete and incomplete families were determined. The “Polyanka” method has proven its effectiveness and social validity in modern conditions, and can be effectively used not only for diagnosing cognitive processes, but also as a tool for analyzing the social situation of development, especially in the context of the dynamics of family development.

Background. Preschool age is a period of great importance for psychological development and preparation for school. One of the activities that must be formed in preschool age is visual activity, which is of great importance for the overall development of a preschooler. Involving children in visual activity is a step necessary for forming a solid neuropsychological foundation that will determine their success not only at school, but also in life in general.

Objective. The purpose of this study was to apply a program for gradual formation of drawing skills and determine its impact on development in preschool age.

Sample. This study involved 9 preschool children - third-grade students of a preschool institution. A qualitative assessment of visual activity was applied to all participants before and after inclusion in the experimental program.

Methods. To achieve this goal, an intervention program was implemented, which consists in gradually teaching drawing to children in their third year of preschool attendance (Solovieva, Quintanar, 2016). All children were given the same qualitative assessment tool for the development of drawing skills before and after the application of the program (Solovieva, Quintanar, 2016).

Results. The data obtained allow us to state an improvement in the results of the final assessment, which revealed qualitative and quantitative changes.

Conclusions. It was shown that the program for the gradual formation of drawing skills had a positive effect on the acquisition of visual activity.

The relevance of the article. Relevance. In today’s rapidly developing world, where sustainability and environmental awareness have become major global issues, special attention should be paid to early childhood education and the promotion of sustainable values. One of the key tools in this process is high-quality children’s media content.

Research objectives. The article examines the importance of high-quality content in children’s media to promote sustainable values and improve early childhood development. The necessity of creating high-quality content in the media for young children is discussed, high-quality content is determined and evaluated, and how it can raise awareness and cause changes in social behavior is investigated.

Research progress. The article takes a case study approach and analyzes Kozalak Preschool, an animated series created by the author of the article that models sustainable practices and encourages children to connect with nature. The series, created as part of the Increasing Quality of and Access to Early Childhood Education Services Project (ECE) in Turkey and serves as an example of how quality content can promote sustainable behavior and support early childhood development.

Conclusions. High-quality content serves as a powerful tool for promoting sustainable development and shaping a more optimistic future. Through the integration of educational elements, positive role modeling, socio-emotional learning and an emphasis on environmental awareness, children’s media can help young minds become catalysts for change. By cultivating an understanding of sustainable development and strengthening commitment to environmental protection, high-quality content in children’s media can have a long-term impact on their development and inspire them to become active defenders of our planet.

Reason of the conducted study. The article presents a generalized view of the problem of applying uniform requirements to the organization of education and upbringing of preschoolers with developmental disabilities. The authors draw attention to the wide differentiation of special educational needs within the category of “children of early and preschool age with disabilities”, associated with the psychophysical characteristics and the social situation of each child's development.

Methods. The article attempts to illustrate the specifics of the structural content of the federal adapted educational program for preschool education (FAOP DO) and the conditions for its implementation. The methodological foundations for the development of targeted adapted education and training programs, as well as targets reflecting the desired results of the personal development of different nosological groups of children, are considered.

Research progress. The authors analyze typical professional difficulties and requests of specialists involved in the development of training and upbringing programs for children with disabilities based on many years of research, including on the topic “Clinical, psychological and pedagogical research of a modern child with disabilities and disabilities”. More than 800 specialists from 51 subjects of the Russian Federation took part in this study.

Results. Various methodological approaches to the development of Federal Adapted Educational Program are systematized. The dynamics of mastering the list of possible results, which is determined by the quality and consistency in the organization of special educational conditions, is discussed.

Conclusions. As recommendations, it is proposed to pay attention to the content and forms of implementation of additional professional educational programs of pedagogical and non-pedagogical workers of a single multidisciplinary team. For the first time, the analysis of the variable structure of the Federal Adapted Educational Program was carried out on the basis of the general principles of including different nosological groups of preschool children in the educational environment.

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

Relevance (context) of the subject of the article. The role of the play in preschool age is a priority. At the same time, the predominance of the cognitive dominant in educational standards has an adverse effect on the full living of a child of preschool childhood. When discussing the problem of standardization of education, special attention is paid to the forecasts of D.B. Elkonin, that did not loose their importance today regarding the reform of education in general and preschool education in particular. It is noted that the idea of “high standards of education”, implemented through the introduction of programs for the early development of intellectual skills in children and their preparation for the use of high technologies in the future, simplifies the development of a preschooler.

Organization of the research. The purpose of the study was to determine the presence of ontogenetically successive types of play in the system of additional education of preschoolers. The research method was a content analysis of the content of advertising products for services offered by institutions of additional education for children of early and preschool age. More than 500 advertisements have been analyzed. The analysis showed that the list of proposals is dominated by areas focused on the knowledge component, many of which prevent the formation of age-related neoplasms.

Research results. The results of an analytical study of the services offered by institutions of additional education for young and preschool children indicate the dominance of the school preparation service, the implementation of which begins from 2–3 years of age. The ratio of “developing” services for children offered by extracurricular institutions is shown, in which there is completely no orientation to the leading type of activity of a preschooler – the play. It is indicated that the implementation of both basic and additional education for preschool children in modern conditions is carried out with the predominant use of school forms and teaching aids.

Conclusions. The analysis showed that the use of school forms, methods and techniques when teaching preschoolers in preschool and additional education institutions outside the reliance on the leading type of activity deprives children of a full-fledged childhood. Limited by the framework of educational and other standards, preschool childhood today is deprived of the means to construct the image of adulthood, the image of the social future and the prospects of one’s own individual formation.

The relevance of the subject of the article. The article is devoted to the communication of children with speech disorders in an inclusive kindergarten. Staying in the environment of healthy children has a positive effect on socialization and the formation of communication skills in preschoolers with disabilities. But meanwhile, there may be a contradiction between the social conditions of preschool inclusion and the real opportunities for communication in some children. These contradictions affect children with speech disorders. These children, due to speech pathology, are not capable of full communication. Therefore, the problem of communication and socialization in preschoolers with speech disorders should be solved.

Description of the research progress. Studies on age periodization, according to which communication develops between preschoolers who do not have speech pathologies, are analyzed. The author of the article refers to the brain organization of speech and shows its systemic nature from the point of view of the participation of different brain areas. As a theoretical basis, two classifications of speech disorders are given in the article, with the help of which speech pathologies in childhood are studied; in the future, in accordance with this classification, according to the form of speech pathology, work is carried out to eliminate speech defects. The article has an interdisciplinary character and integrates psychology, pedagogy and speech therapy.

Research results. The work on speech correction begins with the diagnostic stage. Diagnostic examination, which establishes the state of active and passive speech in a child, is based on the position on the systemic structure of speech functions. The article shows that speech has a systemic structure – from elementary to the most complex forms. Speech therapy classes have different aims and structure, depending on the correctional focus on a particular speech defect. In addition to speech therapy classes, recommendations are given on the development of etiquette speech and on the formation of communication skills within the framework of a role-playing game and theatricalization.

Conclusion. Working in a kindergarten to restore speech reduces the “risk zone” for socialization. With sufficient communication, children acquire the possibility of full inclusion in the peer environment.

Relevance (context) of the subject of the article. The socio-cultural environment plays an important role in shaping the personality of boys and girls. In communication and interaction with significant adults, moral values and attitudes are developed, and such properties of personality as initiative, activity, independence, responsibility, which form the basis of the child’s subjectivity, are formed.

The aim of the study. On the example of studying initiative in the younger preschool, senior preschool and younger school ages to reveal the specific features of its manifestation among boys and girls in the situation of interaction with parents and teachers.

Description of the research progress. Initiative was investigated by obtaining a scale assessment from parents of preschool and primary school age children, and educational specialists working with these children. The evaluation criteria were such indicators of initiative as emotional, communicative, creative, and cognitive. The experiment involved 165 parents of preschool and primary school-age children and 88 educational specialists.

Research results. Based on the results of processing the data of parental and pedagogical answers, groups according to the degree of initiative in the preschool, senior preschool and junior school ages were identified: “low initiative”, “medium initiative”, “high initiative” and the psychological characteristics of the behavior of children with different degrees of its expression were presented. A gradual decrease in the indicators of initiative from preschool to junior school age was revealed. Differences in displays of initiative by boys and girls of the senior preschool and younger school age under learning conditions were revealed. The results of the study allow the conclusion that boys in the classes at pre-school educational institutions and at school require emotional support of their own actions, assistance in implementing the initiatives in the area of their manifestation, directing the initiative to comprehension of the tasks set by the adult and achievement of results to a greater extent than the girls.

Relevance (context) of the subject of the article. The system of Russian preschool education occupies a leading position in the world. It began to take shape in the last century. The article discusses the views on the development and education of preschoolers by researchers of child psychology and preschool pedagogy who worked at the Institute of Preschool Education of the USSR Academy of Pedagogical Sciences, created by A.V. Zaporozhets. Zaporozhets attached particular importance to the upbringing of a child in the first years of life, when the foundations of a future personality are laid, when, under favorable pedagogical conditions, various practical, mental and artistic abilities develop most intensively; moral ideas, feelings and habits begin to form, which later develop into a person’s character.

Description of the research progress. The author examines the activities of various laboratories of the Institute, which investigated the problems of education, development and upbringing of children of early and preschool age. Pedagogical, psychological and physiological studies conducted at the Institute of Preschool Education in collaboration with other scientific institutions of the country were aimed at solving these problems.

Research results. Zaporozhets created a theory of sensory and mental development of a child recognized in world science, which is the basis for solving the problems of preschool education. Under the leadership of Zaporozhets, the concept of preschool education was developed and studies of the upbringing and education of children of early and preschool age were carried out, which proved that every normal child has enormous potential psychophysiological capabilities. The task of teachers, in opinion of Zaporozhets, is to create optimal pedagogical conditions for the realization of these opportunities, and in the course of assimilation of social experience, not only the child is enriched with known knowledge and skills, but also the formation of his/her abilities and personality qualities are carried out. The staff of the Institute prepared a “Kindergarten Education Program”, on the basis of which the upbringing and education of children in all preschool institutions of the country was conducted.

Relevance and purpose of the study. Studying the impact of digital technologies on the development of preschool children is one of the topical areas of modern psychology. Digital devices become part of the microenvironment of a child’s development from the first years of their life. However, their impact on a preschooler, is associated, on the one hand, with the discovery of new opportunities, and, on the other hand, with the emergence of risks and difficulties, is a great challenge for parents, teachers, and psychologists. In this regard, the study was aimed at identifying the features of the use of digital devices (tablet / computer) as components of the family educational microenvironment and studying their influence on the intellectual development of older preschoolers.

Sample consisted of 200 preschoolers aged 6-7 years, their parents (mainly mothers) from Moscow city.

Methods. Methods of express diagnostics of intellectual abilities /MEDIS, (E.I.Scheblanova, I.S.Averina, E.N.Zadorina); expert evaluation of intellectual and creative activity, creative thinking of preschoolers in a specially designed game lesson; the survey of the parents about the use of a tablet / computer at home for the development of a child (frequency, time, programs / games); and methods of qualitative and quantitative analysis (statistical package SPSS Statistics 22).

Results. It was revealed that in the families of the majority of preschoolers (96%) digital devices (tablet / computer) are used for their development, but the intensity (time) of use was different: 20-30 minutes for almost half of the older preschoolers, and 30-60 minutes for a little fewer children; but for individual preschoolers, the time exceeded one hour. The analysis of the number of children’s interactions with digital devices (as part of the family educational environment) during the week showed that a significant part of the children were divided into two approximately equal groups (about 40% in each): the frequency of using a tablet / computer in the first group was 1-2 times a week, in the second – 3-4 times a week. There were significantly fewer preschoolers who used a tablet/computer 5-7 times a week – about a fifth. Among the computer programs / games used at home for the development of older preschoolers, those that develop logical thinking turned out to be the most in demand: three quarters of children use them. Approximately half of the children learn programs/games that develop memory, counting and reading skills. The comparison of the children’s intellectual indicators, taking into account the frequency of using a digital device, showed that preschoolers who spend at a tablet/computer 1-2 times a week have a higher level of the development of intellectual abilities than their peers who use this digital device more often.

Conclusion. The peculiarities of the use of a tablet/computer by preschoolers as a component of the family educational microenvironment may determine the variability of the indicators of children’s intellectual development. These features must be taken into account when developing recommendations for parents on the digitalization of the family microenvironment.

Background. We are living in challenging times, with an urgent need for transformation that requires new and sustainable ways of living. Young children are exposed to these global challenges. This study responds to the need for further understanding of how education for sustainability (EfS) is being handled in early childhood education (ECE).

Objective. This study investigated ECE teachers in the process of implementing early childhood education for sustainability (ECEfS). This was initiated by the 2019 revised Swedish National Curriculum for the preschool, where education for sustainable development is included as an overall value and objective.

Design of study. The data presented in this article was obtained in May 2021. An initial questionnaire was emailed to all Ifous participants. One hundred fifty-three teachers (76.5%) responded. The intention of the questionnaire was twofold: first, to investigate what the teachers considered to be education for sustainability in ECE; and second, to scrutinize the teachers’ knowledge base, for the further planning of the research and development program. Content analysis was used to analyze the data.

Results. The findings of the study showed a tendency to describe education for sustainability as “business-as-usual” rather than treating EfS as a new field, and to contend that the teachers addressed EfS before it became a compulsory task in 2019. There were few connections made to the UN Sustainable Development Goals (2015) and to the ongoing pandemic. A common trend when describing the content and activities was to divide the content into three areas, following the three dimensions of sustainability. The teachers described the physical changes and pedagogical changes made after the revision of the national curriculum.

Conclusion. The teachers in the study were interested in EfS, and some articulated a longing for more knowledge about ECEfS and for transformative change. The teachers also showed the need for courage and professionalism to lead the way in finding the relevant content and activities for EfS. The teachers were struggling to find new ways to meet the demands from the governing documents especially during a planetary crisis.

Relevance of the article. The development of emotional intelligence allows a person to successfully respond to the challenges facing him during his life. The need for the development of emotional intelligence is also confirmed by the documents regulating the sphere of preschool education. Developed emotional intelligence is also very important for the future of successful schooling, adaptation and building communication. The article presents the results of a theoretical study devoted to the problems of the formation of emotional intelligence in the field of language education of preschool children.

Research progress. Studies devoted to the problem of determining the essence and structure of emotional intelligence are analyzed. The analysis showed the importance of this type of work with preschoolers in teaching foreign languages, and also allowed to identify and describe the prerequisites for the development of emotional intelligence at an early stage of mastering a foreign language. The relevance of developing a problem in early foreign language teaching in accordance with the Federal State Educational Standard of Preschool Education, which sets tasks related to ensuring the social and communicative development of a preschool child, the formation of independence, purposefulness and self-regulation of their own actions; development of social and emotional intelligence, emotional responsiveness, empathy.

The results of the study. The development of emotional intelligence is one of the key components of the child’s psyche, which ensures the formation of his personality in ontogenesis and subsequent successful functioning in society. The priority of practical learning goals existing in the methodology of early foreign language teaching, suggesting a certain pragmatic orientation of the pedagogical process – the formation in a preschool child, first of all, of the ability to speak the language being studied and understand the speech of the interlocutor, does not allow to properly implement the requirement to ensure the development of emotional intelligence in preschool children.

Conclusions. The analysis of studies of the relationship between emotional intelligence and communicative properties, skills and abilities of the individual has shown that the development of emotional intelligence is especially organically integrated into the process of learning English. It is necessary for effective communication and develops in the best way within it, through the development of its speech competencies, through the improvement of the system of language means of the native and foreign languages assimilated by him, and along with the solution of educational and subject-related learning tasks, contributes to the implementation of one of the most effective approaches to teaching foreign languages – the communicative approach.

The relevance of the subject of the article is due to the changes taking place in the world in the field of economy, management, resources, technologies, information, which could not but lead to the transformation of the education system. Today we are at the epicenter of this transformation, as evidenced by the 5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being. In the process of transformation, the participants in the educational process are changing: parents, teachers, preschoolers, kindergartens, pedagogical technologies, educational organizations. These processes are carried out in real time, and we are not always able to track and analyze them.

The purpose of the article is to show the results of a study of the transformation of museums from centers of storage of the tangible and intangible heritage of mankind, in the process of change, into non-formal and informal education centers with a set of educational tools and technologies peculiar to various types of museums, and the results of the impact of educational work of museums on children.

Research progress. The article presents the experience of museums as part of the modern process of preschool education based on the analysis of publications of researchers in the field of museum pedagogy. In the course of the research, publications of scientists were studied, both identifying and summarizing trends in the development of the educational activities of museums (for 1990-1999, and for 2000-2007), as well as individual works.

The results of the study show that the attention of museum teachers, especially in recent years, is directed to young children, for whom the museum becomes an alternative educational platform due to the resources that are already available in the museum and mastered as educational resources; due to programs based on museum and educational technologies to the greater willingness of museum teachers to implement new tools and technologies into their programs; by focusing on interactive forms of interaction; by involving the family more widely in museum activities, etc.

Conclusion. The current structure of education in the world is seriously destabilized due to the growing dissatisfaction with the results of the formal system, the lack of demand for trained personnel by the modern economy, the spread of informal forms of primary education and funding crises at the state and local levels. New horizons are being opened up by technological advances in communication, content sharing, and cultural expectations for access, empowerment, and personalization. A new era has begun, characterized by new economies based on various methods of sharing and using educational resources. In these conditions, the efforts of state educational policies are gradually turning to non-formal and informal education, the leaders of which is museums. This work should be taken into account at the state level today.

Relevance. The article is devoted to the search for opportunities that are provided to a child in modern childhood. Modern childhood, on the one hand, provides children with extraordinary opportunities for development, such as the use of digital devices to implement various ideas, mastering various aspects of culture not only from books, but also through direct acquaintance with the original cultural samples in various museums in different countries. But on the other hand, the wide opportunities associated with travel and acquaintance with modern achievements of science and technology simultaneously generate situations of uncertainty in which children find themselves: for example, such as a pandemic. Society faces the task of realizing the changes that humanity is facing. Flights into space, robotization processes, the emergence of artificial intelligence, etc. poses a new problem of learning. Children and adults are increasingly in a situation of uncertainty.

The aim of the study. To show the possibilities of developmental therapy from the perspective of developmental psychology and psychotherapy on different groups of children.

Description of the research progress. The study was conducted on a group of children who survived the terrorist attack in preschool and primary school age (Beslan, 2004 – 40 children) and children who found themselves in a situation of emotional distress and stress during the pandemic (2020–2021 – 20 children). Group and individual classes were held in offline and online format.

Results. There is a very special task of restoring the normal course of mental development of those children who have experienced unusual situations associated with existential experiences. The possibilities of meeting with negative situations gives rise to fear of the future, which slows down children’s development and limits the horizon of the formation of the personality of a modern person. Studies show that methods aimed at the development of children in certain conditions can achieve a stable psychotherapeutic effect and emotional harmonization, and can be used to work, including with fears. It was shown that such tools as visual models and the author’s symbol can be used for development and psychotherapy, which is developmental therapy in conditions of unpredictable future and uncertainty.

Conclusion. Adaptation to the challenges of the time is becoming one of the important tasks of supporting the development of a modern child. One of the forms of such support is developmental psychotherapy, the theoretical foundations of which are set out in the proposed article.

The relevance of the article’s topic. The ability to evaluate oneself, one’s own achievements is one of the new formations of a child’s personality that appears at preschool age. The importance of the development of this regulatory ability for a preschooler is that it affects the child’s success in various activities. Numerous studies are devoted to the study of self-esteem in preschool, primary school age. But their content practically does not reveal the qualitative characteristics of self-esteem of older preschoolers. The analysis of children’s judgments allows a deeper understanding of the modern child in the space of evaluation and self-esteem, to explore the uniqueness of the evaluation field in which he develops, and also to rethink the ways to support positive self-esteem in the pedagogical process of preschool education.

The aim of the study was to identify the features of self-esteem of older preschoolers in the group with the norm of development and general underdevelopment of speech.

Description of the research progress. The study involved 50 children aged 6–7 years. There are approximately the same number of boys and girls in each of the surveyed groups. The main group of methods used by teachers were conversations and the method of participant observation of children in organized activities in the classroom, in a natural setting (games, conversations with peers, on a walk). Observation maps were compiled, existing diagnostic conversations were modified, and educational situations for assessment were identified. The severity and nature of the children’s assessment of their own activities were recorded. An additional group of methods included experimental methods for identifying self-esteem: V.G. Schur “Ladder”, “Test de Greefe”, “Draw yourself” A.M. Parishioners, Z. Vasiliauskaite, “What am I?”, Dembo-Rubinstein scales.

The results of the study. Based on the results of the diagnostics, the age norm of the level of self-esteem was found in most children. Inadequately overestimated or underestimated self-esteem was noted in children with a low level of development of the cognitive component of self-esteem, with an insufficiently developed reflective-critical attitude towards themselves. Speech disorders do not have a particular impact on the level of self-esteem of older preschoolers. When considering the qualitative characteristics of self-esteem, it was revealed that evaluative statements in children’s everyday speech are rare and meaningfully impoverished. Children do not have enough assessment and self-assessment skills. The natural speech environment does not always provide the child with sufficient means of expressing an assessment or an idea of the structure of an evaluative statement, therefore, the assessments of six-seven-year-old children are categorical and two-dimensional: do / don’t do, good / bad, normal / abnormal, love / don’t love etc.

Conclusion. The analysis of children’s judgments allows us to conclude that preschoolers have significantly limited ideas about themselves, translation, and repetition of the monotonous adult’s judgments. The image of a preschool child is impoverished, is closed on obedience, diligence, non-conflict, is devoid of value orientation, content, diversity.

Relevance of the article. In the modern world, as a result of the rapid development of medicine and the possibilities of caring for children, the number of children with special developmental needs is sharply increasing. This leads to an increase in disability, especially in cases where it is not possible to identify developmental disabilities at an early age and begin to take action. This is facilitated by the model of medical care in which the doctor has limited time to monitor the child. Therefore, in working with small kids, there is a problem of non-detection of deviations in development arises. On the other hand, even when children who need special conditions are identified, there is a problem of inaccessibility of developmental and educational services to children with disabilities at an early age (from birth to 3 years); lack of conditions for the formation of an inclusive environment in preschools (large group size – up to 30 people; lack of specialists in preschools; lack of network mechanisms for interaction with the territorial system of early intervention; a large variety of educational cases, etc., in the absence of an assessment of the quality of these resources.

The aim of the article. Development of an automated system “Child’s World”, aimed at early detection of developmental disabilities through pedagogical, parental and medical monitoring.

Description of the research progress. Monitoring was based on teachers’ observation over the behavior of children in nurseries and kindergartens and fixing of the results of the teacher’s observations of children in the system. In addition to teachers, the children are monitored by doctors and parents. The self-learning system adjusts the scores depending on the increase in the number of participants in the system. Based on the data obtained in the system, a psychological and pedagogical commission is organized in kindergarten. If necessary, parents are advised to contact the Psychological, medical and pedagogical commission, where specifics of development is verified and recommendations are made for the conditions of the child’s education. An adapted program is being developed in the kindergarten, observations are continuing and their recording is being carried out. The system is adjusted no more than once every six months.

The results of the study. The project was supported by the Agency for Strategic Initiatives, adopted as a good practice and discussed at a meeting of ASI experts. In December 2021, the project was also presented at the meeting “Digital Transformation in Preschool Education” at the Analytical Center under the Government of the Russian Federation. The project is currently being tested. In parallel, the artificial intelligence system is being trained.

Conclusion. The Information system was developed with much more functionality than expected, including not only pedagogical monitoring, but also medical; teachers of three regions (Klin, Moscow region; Omsk; Kazan, Republic of Tatarstan) were trained in five educational complexes. Pediatricians and nurses were trained in five medical institutions. Parents, whose children participated in the testing, were also trained.