All articles

The relevance of research. The article broadly discusses the issue of education of parents (legal representatives) of children of early and preschool age. The problem of parental education has been relevant for more than a century. During this period, it has been transformed from a simple transmission of information and the elimination of parental illiteracy in matters of health, development, and upbringing of children to an activity that is one of the measures of state support for parents, a way to form a generation of conscious and competent parents.

Organization of the study. The purpose of the study was to develop the content side of the education of parents (legal representatives) of children attending preschool educational organizations. The authors of the article propose to trace the dynamics of society’s approaches to educating parents, reveal the key features of the phenomenon of modern parenthood. Modern parents, living in the age of wide access to information, continue to experience difficulties in family education. However, their needs are no longer connected with information, but with help in a critical analysis of information, selection of the one that will help their educational practice, formation competent and effective parenting skills.

Research results. The implementation of the tasks of psychological and pedagogical support and assistance in the development of competent parenthood is facilitated by the educational activities of teachers of preschool educational organizations. The article contains a brief description of the developed Education Program for parents (legal representatives) of preschool children attending preschool educational organizations. The program was developed by the Laboratory of Preschool Education of the Federal State Budgetary Scientific Institution Institute of Developmental Physiology of the Russian Academy of Education by order of the Ministry of Education of the Russian Federation as part of the development of state support measures in terms of the preparation and implementation of educational programs for parents of children attending preschool educational organizations (in pursuance of paragraph 3 of the list of instructions of the President of the Russian Federation dated June 14, 2022 No. Pr-1049GS following the meeting of the Presidium of the State Council of the Russian Federation on May 25, 2022).

Conclusions. The Education Program for parents (legal representatives) of preschool children attending preschool educational organizations contains content that can serve as a guide for preschool teachers in educational activities.

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.

Introduction. The paper examines the necessity of public urban playgrounds for children. Psychological and pedagogical studies reveal that the quantity and quality of outdoor play areas do not cover the needs of children. The authors monitored playgrounds in different areas of Moscow, Russia in order to explore the actual situation in the urban space from the perspective of well balanced development and spontaneous outdoor learning of children of different ages. They looked into how existing public playgrounds covered the needs of children, and if the outdoor learning was possible.

Methods. The study had two stages. The data was collected by structured non-participant observation with interview elements in which 24 public playgrounds in Moscow were involved, 417 adults were interviewed. The authors carried out an analysis of the equipment of playgrounds, and children activities to determine whether and how far playgrounds were used for communication in mixed age groups.

Analysis and Results. The authors analyzed characteristics of playgrounds, including: location, observation time, age and number of visitors, equipment and its arrangement, presented play areas and infrastructure, surface materials, individual and group activities of children and adults. The observation discovered that children of three different ages (early, preschool and school age) were using public playgrounds at the same time. The vast majority of the playgrounds near apartment blocks (76.9%) and almost a half of the playgrounds in parks (45.5%) had separated play areas for children of different ages, which largely meets the needs of parents. The qualitative analysis revealed that the equipment of the park playgrounds was more diverse, while almost a half of the playgrounds near apartment blocks (53.8%) showed one and the same type of equipment. The authors emphasize that, both playgrounds near apartment blocks and playgrounds in parks, were more focused on active exercises; most components of the equipment were of the same type and had closed character. The authors discovered lack of equipment for experimenting. The infrastructure of the playgrounds of both types showed that the playgrounds were considered as a space for children only, the interests and needs of adults coming with children were not taken into account.

Conclusion. The study indicates the need to create additional conditions for supporting and developing of children’s game, and increasing educational capacity of playgrounds. Among the measures proposed by the authors is increasing the educational capacity of playgrounds, and creating a citywide digital resource with a map and description of psychological and pedagogical characteristics of outdoor areas for children. An important role is given to educational work with families, that will increase the parental competence and responsibility in the field of educational structuring and outdoor learning.

Background. Parents’ perceptions of their children’s school readiness play a significant role in shaping their psychological readiness and successful adaptation to school. The nature of a preschooler’s preparation for this new social stage can determine their future attitude toward learning. Despite extensive research on psychological readiness, parental views on this phenomenon remain understudied.

Objective. To study and conduct a comparative analysis of the perceptions of parents of preschoolers and first-graders regarding their children’s readiness for school.

Sample. The study was conducted in Baku among 74 Russian-speaking parents of preschoolers and first-graders aged 27 to 50 years (M=37; SD=5).

Methods. The study utilized the “Identifying Parents’ Perceptions of Psychological Readiness for School” method by M.V. Klimakova, Yu.A. Kochetova, and A.E. Sakadanova. The Student’s t-test, Mann-Whitney U-test, frequency analysis, and one-way ANOVA were used to process quantitative data.

Results. Parents’ perceptions of their children’s readiness for school did not differ statistically between those of preschoolers and first-graders. Differences in perceptions were identified based on parents’ subjective assessments of their child’s academic performance and the type of preschool preparation. No relationship was found between parents’ perceptions and their socio-demographic characteristics (age, gender, education level, number of children in the family).

Conclusions. Starting school does not lead to a change in parents’ perceptions of their child’s readiness. Parents who rate their child’s academic performance as “excellent” place a greater emphasis on motivational readiness than parents who rate it as “satisfactory.” Parents whose children attended a preschool program are less likely to focus on their child’s mastery of the school curriculum.

Background. The family environment plays a decisive role in shaping a child’s cultural orientations, including play activity. However, parents’ perceptions of play may not align with its subjective meaning for the child. In this context, it is essential to understand how adults notice, interpret, and evaluate their children’s play, as they are the ones who create the conditions for the development of this activity.

Objective. To identify the characteristics of parental perceptions of play preferences among toddlers and preschoolers, depending on the family’s sociocultural status (parents’ education level and family structure) and the child’s gender and age.

Sample. The study involved 42.530 parents (aged 18–56) of children aged 2 to 7 years from various regions of the Russian Federation, including 41.234 women and 1,296 men.

Methods. A parental questionnaire survey was conducted as part of the study. A questionnaire designed to study parents’ perceptions of children’s gaming preferences was used to collect data. It was developed under the supervision of V.S. Sobkin at the Center for Sociology of Education of the Russian Academy of Education in 1997 and modified in 2025. Respondents were asked to sel ect up to five types of play their child preferred fr om a list of twelve categories. Additional sociodemographic data about the family were also collected. Data analysis employed methods of mathematical statistics, including frequency analysis, Pearson’s chi-square (c²) test, and exploratory factor analysis (principal component method with Varimax rotation), using SPSS Statistics 27.

Results. The findings revealed differences in how parents perceive the play preferences of preschool-aged boys and girls, depending on family structure and parental education level. Two bipolar factors emerged in parental perception of children’s play types: “Creative Self-Expression vs. Spatial Exploration” and “Independent Rule-Following vs. Adult Supervision,” along with one unipolar factor: “Child’s Investigative Stance.”

Conclusions. The data highlight specific patterns in how parents perceive their children’s play. These perceptions are shaped by parental gender stereotypes: creative and emotionally expressive forms of activity are more frequently attributed to girls, while physically active and constructive types of play are associated with boys. This polarization appears as early as toddlerhood and persists throughout the preschool years. Moreover, parents’ ability to recognize manifestations of initiative, imagination, and investigative interest in their child’s play is linked to their level of education.