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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.

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 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.

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.

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.

The article is of a theoretical pattern and summarizes the scientific statements and research of recent studies. The theoretical provisions and the program document, which substantiate the content and guide of the development of special preschool education are presented.

The relevance of the article consists in the analysis of modern preschool education for children with cerebral palsy. The article describes the mental and physical characteristics of children with cerebral palsy of preschool age, which indicate special educational needs and the need for special correctional and developmental work. The provisions on the psychodiagnostics of children with cerebral palsy are given; the principles for drawing up an individual educational route are shown. On the basis of materials of Russian studies and recommendations, the variants of educational programs that are prescribed for children with disorders of the musculoskeletal system of various severity are presented. The article also contains material on the international experience for organization of preschool education for children with cerebral palsy. Using the example of Polish preschool education, an approach is shown that includes general and special technologies and directions for teaching children. On the basis of the regulations on education in the United States, the organizational and pedagogical conditions for preschool children with cerebral palsy are shown. The author of the article considers individual educational plans that regulate the upbringing and education of children with special educational needs. The article presents a North American study that found a correlation between the mobility of children and their socialization. The results of this study and practical recommendations are presented: the overall social activity of a child in a group depends on his/her motor abilities and the development of interaction (as communication skills and interaction with other children). In conclusion, based on a comparative analysis, the similarity of the scientific positions in Russia and other countries regarding the content of preschool education for children with cerebral palsy is shown. The role of preschool institutions in the development and socialization of children with cerebral palsy has been substantiated.

Vygotsky theory of higher mental functions formed the basis of understanding of the abilities and means of development. Abilities develop in childhood, providing “entry” in the culture and successful acquisition of different activities throughout life. Development of Vygotsky’s ideas formed understanding of the mechanisms leading to the formation of abilities in preschool childhood through the mastery and use of child preschool imagery tools. The following mental abilities and tools that promote development were identified: sensory (means – sensory etalons), intellectual (means – graphic-shaped models), creative (means – images) and symbolic (means – symbols). The use of imagery means for development of these types of abilities helps the child to deal with complex cognitive and creative tasks with a little help from an adult, i.e. extends the zone of proximal development. Adult acts as both a carrier of culture and as a partner of the child in various activities (educational, play, graphic etc.). Such approach to education and training not only provides intellectual and creative, but also personal and social development of preschool child.

Background. In modern inclusive education, the need to explore opportunities for preserving and strengthening the cognitive health of children with varying levels of speech development becomes particularly important. Special attention is paid to children with speech disorders who do not fall under the category of disabilities, but who experience difficulties in perceiving information and assimilating programs. Polymodal perception, being a basic cognitive function, is closely related to a child’s speech and mental development. It is important to note that older preschool age is the most favorable period for the correction of these processes due to the neuroplasticity of the brain. That is why the development of preventive and rehabilitation measures aimed at strengthening interanalytical connections and the integration of sensory modalities is becoming an important area for improving the quality of education and speech therapy.

Objective. The study examines the functional state of polymodal perception and the possibilities of its psycho-regulation in the educational process among older preschool children in an inclusive environment.

Sample. The study involved 349 children aged 6–7 from kindergartens in the Irkutsk region, with both typical and impaired speech development.

Methods. To assess speech and characterize speech development, a methodology based on the guidelines of O.B. Inshakova (Inshakova, 2022) was used. The diagnostics of polymodal perception by I.Yu. Murashova (Murashova, 2018) were applied, identifying the dominant modality, the degree of activity in non-dominant modalities, and the child’s functional individual profile of polymodal perception: Harmonious (sufficient interaction between dominant and subdominant modalities in the perception process, creating a complete polymodal image); Disharmonious-selective (with selective emphasis on the dominant modality); Disharmonious-inert (with fixation on the dominant modality).

Results. The study examined the features of polymodal perception in older preschoolers with different levels of speech development in inclusive education. At the ascertaining stage, disharmonies in the structure of perception were revealed, which served as the basis for the formative experiment. Experimental training was aimed at psychoregulation of perception through the creation of a special information environment without changing the program content. The essence of creating an information educational environment was that monomodal and multisensory methods of information presentation were used in the classroom instead of traditional verbal methods. The results of the control stage showed that without targeted impact, compensation for violations is weak. At the same time, the high effectiveness of rehabilitation measures aimed at strengthening children’s cognitive health through strengthening the integrative activity of sensory modalities has been proven.

Conclusions. Data were obtained on the holistic structure of polymodal perception in children aged 6–7, both under typical conditions and in cases of speech development pathogenesis. The developed approaches contribute to a more successful development of educational programs and increase the effectiveness of speech therapy. The study has important practical significance, since the proposed methods can be used in preschool educational institutions to support children with speech development problems.